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Global trends and emerging themes in GIS education: A literature review with a case study of Uzbekistan

Dilshoda NorboevaKhojiakbar KhasanovDepartment of Hydrotechnical Structures and Engineering Constructions, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers, National Research University, Tashkent, 100000, UzbekistanJasur LapasovTashkent State Agrarian University, Tashkent region, 100140, UzbekistanBekzod InamovTashkent State University of Oriental StudiesSanjarbek SafayevState Scientific and Design Institute “Uzdavierloyiha”, Urgench Region, 220100, UzbekistanFayzali SafarovKarshi State Technical University, Karshi, 180100, UzbekistanFarrux GulmurodovSamarkand State Architectural and Civil-Engineering InstituteNurali UmarovSamarkand State Architecture and Construction University Named Mirzo Ulugbek, Samarkand, 140143, UzbekistanOtabek YusupjonovDepartment of Geodesy, Cartography and Cadastre, National University of Uzbekistan Named After Mirzo Ulugbek, Tashkent, 100174, Uzbekistan

2026en

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Annotatsiya

This paper provides an overview of global GIS education and evaluates geospatial education in Uzbekistan on a regional level. An integrated approach based on combining bibliometric analysis and thematic interpretation was used to explore 325 articles listed in Scopus and Web of Science databases between 2016 and 2025. Bibliometric science mapping, thematic analysis, K-means clustering and case study evaluation were used as the methodology in order to analyze the development trends in GIS education. Based on the research, GIS education is experiencing considerable expansion starting from 2022 due to the inclusion of WebGIS, AI applications, cloud learning systems, and digitalization. Thematic analysis of 71 core articles identified six major thematic domains - GIS curriculum and pedagogy, school geography and teacher integration, spatial thinking and cognitive learning, online and WebGIS education, experiential and community-based learning, and teacher professional development - while K-means clustering of the same corpus identified five corresponding conceptual clusters, including WebGIS and environmental education, spatial thinking and cognitive GIS learning, and open-source and AI-supported geospatial learning. As shown, the time-based analysis shows an increasing tendency to transform from conventional instruction into interdisciplinary and AI-supported geospatial learning environment. Geospatial education programs are being actively implemented at the university and college level in Uzbekistan; primarily, they are developed at the faculties of geodesy, cadastre, geography, ecology, and urban planning. However, there are still many issues with modernization of educational programs, WebGIS implementation, AI integration, digital learning platforms and geospatial teaching abilities. Although there is growing demand for geospatial skills, the research proves that the problems of developing countries remain relevant. The contribution of the research is in developing the approach that combines bibliometric analysis, thematic interpretation and clustering using machine learning.

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DOI: 10.1016/j.ssaho.2026.103779

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