Bringing big geospatial data into the classroom: using Google Earth Engine to support geography teaching

Abstract

Cloud-based technologies are revolutionising geospatial data analysis, with Google Earth Engine (GEE) increasingly used to support geography teaching. This study investigates how GEE is being integrated into geography education in higher education, identifying pedagogical impacts and implementation challenges. The research draws on an international survey of 23 educators from diverse geographical regions and academic positions who actively use GEE in their teaching practice. Results show GEE is primarily used in practical workshops or laboratory sessions (83% of respondents) and student-led research projects (65%), with 39% of respondents considering it a core component of their courses. The platform enables real-world data analysis, provides visualisation opportunities, and develops coding skills. However, challenges exist in balancing technical skill development with conceptual understanding, with respondents highlighting concerns about how students approach learning. Based on the findings, six recommendations for geography teaching practice are proposed, including: (1) embedding GEE within authentic problem-based learning, (2) structuring activities progressively, (3) leveraging existing educational resources, (4) implementing collaborative approaches, (5) designing balanced assessments, and (6) integrating GEE as part of a diverse geospatial technology toolkit. These insights contribute to ongoing discussions about preparing the next generation of learners to effectively use emerging geospatial technologies.