Abstract:

This paper presents the modernization of Master’s level geoscience education at the Department of Geodesy and Cadastre of Vilnius Gediminas Technical University (VILNIUS TECH) in response to rapidly evolving geospatial technologies and labour market requirements. The study aims to evaluate how curriculum restructuring, pedagogical innovation, and the introduction of a hybrid study model support the development of advanced professional competencies for postgraduate students, the majority of whom are working professionals. The methodology is based on a qualitative analysis of two Master’s programmes - Geographic Information Systems and Innovative Solutions in Geomatics. It focuses on curriculum transformation, learning outcome alignment, and study organization. The effectiveness of the modernization is assessed through programme learning outcomes, project‑based assessment structures, analysis of applied student projects and Master’s theses, and long‑term observations of student engagement in professional practice. The results indicate that integrating advanced GIS, remote sensing, programming, and artificial intelligence components, together with a hybrid learning environment, strengthens students’ analytical, modelling, and decision‑support skills. Project‑oriented learning using real geospatial datasets demonstrates improved practical competence and supports the successful participation of working students. The study concludes that curriculum modernization combined with hybrid learning and application‑oriented assessment enhances study quality and aligns postgraduate geoscience education with contemporary geo‑engineering practice.

Keywords:

Geospatial engineering, Curriculum modernization, Hybrid learning model, Learning outcomes assessment.