Geoinformation education in Switzerland is diverse and of high quality. At the same time, there is a lack of overarching structures that promote collaboration among universities and provide an overview of the educational landscape as a whole. A new study conducted as part of the Swiss Geoinformation Strategy (SGS) now systematically identifies, for the first time, where the greatest challenges lie—and what measures could facilitate sustainable networking.
The SOGI Education Group was involved in the project as an expert and validated the results and recommendations during a workshop.
Background
Commissioned by the Federal Office of Topography (swisstopo) and as part of Action Area 6 “Building and Strengthening Competencies” of the Swiss Geoinformation Strategy (SGS), Dr. Christian Sailer (smartTRIP Sailer) investigated the networking of university faculty in the field of geoinformation.
The study was based on the already established finding that while the Swiss educational landscape in the geoinformation sector is broad in scope, it operates with limited networking and coordination. At the same time, there is a lack of a national overview of stakeholders, educational offerings, and educational pathways, meaning that synergies and opportunities for cooperation often remain untapped.
What the study reveals
The analysis is based on a review of existing networking opportunities, an examination of STEM and OER initiatives in Switzerland, an online survey of university lecturers in the GIS field, and in-depth interviews with a selection of these lecturers.
The results paint a clear picture:
- Networking among GIS lecturers is considered important and is likely to grow in significance in the future.
- Existing activities are often sporadic, project-based, or geographically isolated.
- There is a lack of coordinated and institutionally anchored structures for sustainable exchange.
- Digital platforms alone are not sufficient to build sustainable networks.
- There is particularly high demand for in-person exchange formats on subject-specific pedagogy, teaching methods, current developments, and new technologies such as artificial intelligence in teaching.
At the same time, the study shows that the exchange of teaching materials in the form of Open Educational Resources (OER) plays a secondary role for many instructors. Teaching materials are often highly context-specific, legal issues remain unresolved, and the effort required for preparation and maintenance is high. The actual added value of networking therefore lies primarily in the exchange of experiences, methods, and best practices.
Success Factors for Sustainable Networking
An analysis of long-standing STEM and OER initiatives shows that successful networks are based on three key factors:
- personal exchange,
- institutional support,
- long-term coordination.
In contrast, pure platform solutions or one-off individual measures usually have only a limited impact. What is crucial is an active community with regular meetings and clearly recognizable added value for those involved.
Four recommendations for building a GIS education community
Based on the study, four key recommendations for action were formulated.
- Strengthen institutional coordination
Sustainable development requires a coordinating body with strategic and operational responsibilities. This body should bundle activities, connect stakeholders, and support the long-term development of the community. - Develop a GIS-Edu map
A digital GIS-Edu map should highlight which institutions, educational programs, and instructors in Switzerland are active in the field of geoinformation. The platform should both promote networking within the community and enhance the visibility of geoinformation education to the outside world. - Establish a series of events for GIS instructors
At the heart of the proposed networking concept is a nationwide series of events for GIS instructors.
One to two low-barrier, practice-oriented events per year are planned at rotating locations across Switzerland. The focus will be on topics such as:
– subject-specific pedagogy and exam formats,
– current professional developments,
– artificial intelligence and new technologies,
– best practices from teaching and practice.The format deliberately emphasizes peer learning, discussion, and the exchange of experiences among colleagues rather than traditional conference structures. In addition, the idea of an informal “EduGeoBeer” format was introduced, modeled after the established “GeoBeer” and designed to promote personal exchange outside of formal events. - Establishing Communication Channels
A regular newsletter and a LinkedIn group called “GIS Education Switzerland” are intended to foster exchange between events and strengthen the community’s visibility in the long term.
The Path to a GIS Education Community
The proposed measures aim to achieve several objectives through a multi-stage development process:
- in the short term, building an active community and improving visibility,
- in the medium term, identifying common themes and challenges,
- in the long term, promoting cross-university collaboration and developing common pedagogical standards.
The goal is to build a visible and sustainable GIS education community that more closely connects universities, the professional sector, and other stakeholders in geoinformation.
The Role of SOGI
The study recommends that the SOGI Education Group assume a coordinating role in building this community. As an established platform with connections to universities, government agencies, associations, and the private sector, SOGI is well-positioned to promote long-term exchange and actively support the implementation of the Geoinformation Switzerland Strategy.
For operational implementation, the formation of a small organizing committee (Education OC) is proposed. This committee should consist of individuals with strategic educational responsibilities within SOGI as well as other relevant associations and organizations, and should represent all language regions of Switzerland as much as possible. The OC will coordinate the event series and monitor the development of the GIS education community to actively promote its long-term networking.
Final Report
The complete final report on Action SGS 6-24-1 (Version 1.0, May 2026) is available for download.
