Education 4.0 Teaching Geomatics in the AI Era

Teaching Geomatics in the Age of Artificial Intelligence

As artificial intelligence continues to reshape professional disciplines across the globe, the Department of Land Surveying and Geo-informatics (LSGI) at The Hong Kong Polytechnic University, led by Professor Wu Chen, Head of LSGI, has been taking a thoughtful and proactive approach to embedding AI within its teaching and research. The department specialises in spatial data — from field measurements and camera imagery to remote sensing and geographic information systems — and sees AI as a natural evolution in how that data is collected, analysed, and taught.

This is not simply a matter of adopting the latest technology for its own sake. It reflects a recognition that the next generation of geomatics professionals will need to be as fluent in AI as they are in field instruments and spatial analysis.

Building an Ethical Foundation

Before any AI tool is deployed in the classroom, LSGI has established a clear framework governing how it should be used. The department's guiding principles assert that spatial data, given its sensitivity, must be handled ethically and securely, in full compliance with applicable data management policies and legislation. On the academic integrity front, the department's position is equally clear. Where students employ AI in their assessments, they are required to explicitly acknowledge and reference its use. Critically, AI is designated as a supporting instrument — appropriate for helping develop initial ideas — rather than a substitute for critical thinking and analysis of geospatial data.

A recent internal survey of the department's 33 offered subjects found that 18 had already incorporated AI tools to some extent, reflecting a meaningful engagement with AI across LSGI’s curriculum.

GeoDataGPT: Opening Up Hong Kong's Spatial Data Infrastructure

One of the department’s most significant AI initiatives addresses a pressing challenge in Hong Kong’s smart city development. The Common Spatial Data Infrastructure (CSDI) Portal, launched in December 2022, is a government-backed platform that brings together spatial data from public departments, covering areas such as transportation, land use, and water management, into a single resource intended to support smarter urban planning and governance.

In practice, the portal has not yet reached its full operational potential due to several practical limitations. Data verification processes are still evolving, constraints remain in aligning departmental systems that rely on differing or paper-based formats, and non-specialist users may experience challenges in locating, accessing, and processing available data. While the core infrastructure is in place, improving data accessibility and usability continues to be an area for development.

LSGI's response is GeoDataGPT, a system that converts natural language queries into fully executable geospatial workflows. A student or researcher no longer needs complex expertise, programming knowledge, or hours spent navigating complicated datasets. They can simply ask: "What is the density of the road network across Hong Kong's 18 districts?" — and receive a clear written report with accompanying visualisations. No downloads. No code. No prior technical training required. GeoDataGPT represents a genuine paradigm shift in how spatial data governance can be made democratic, intelligent, and genuinely useful.

SDS AI-Tutor: A 24/7 Intelligent Guide Through Geomatics Knowledge

Building on the foundation of GeoDataGPT, the department has developed the Spatial Data Science AI-Tutor—an LLM-powered education platform in collaboration with the Department of Computing. By integrating geospatial knowledge and GeoDataGPT with geomatics education, the SDS AI-Tutor seeks to make spatial data science teaching more interactive, accurate, reliable, personalised, and impactful.

The platform is built around a rich knowledge graph drawing on geomatics textbooks, academic publications, examination papers, and lecture slides, spanning domains including Global Navigation Satellite System, Remote Sensing, Geographic Information System, and Light Detection and Ranging. A Retrieval-Augmented Generation framework underpins the system, ensuring that responses are grounded in verified geomatics knowledge. Geomatics algorithms and models are seamlessly integrated into the platform, allowing teachers and students to utilise the CSDI data for developing, simulating, and comparing various research models. This capability offers a significant advantage that most existing LLMs lack. The result is a virtual tutor that can provide students with accurate, real-time support in geomatics and spatial analytics.

IntelliPBL: Redefining Group Project Management

LSGI has also turned its attention to one of the most consistently challenging aspects of learning and teaching: group projects. Project-based learning is highly valuable, but it often comes with familiar problems, including uneven team dynamics, procrastination, limited feedback, and heavy instructor workloads. IntelliPBL addresses these directly. Its AI Grouping Engine assembles balanced teams by drawing on personality and competency data. A Progress Tracker and Alert System monitors project milestones, predicts risks, and sends timely reminders. A Natural Language Processing Feedback Engine automatically generates formative feedback and supports grading, easing the burden on instructors while improving the quality and consistency of feedback that students receive.

Preparing the Next Generation of Geomatics Professional

Taken together, these initiatives show that LSGI is not merely reacting to the rise of artificial intelligence; it is actively shaping how AI can be used responsibly and meaningfully in geomatics education and research. By pairing innovation with ethics, accessibility, and pedagogical purpose, the department is preparing students not only to work with the technologies of today, but also to lead the spatial data landscape of tomorrow.

This article is part of PolyU’s Education 4.0 (E4.0) series, which showcases how the University is responding to rapid AI advancements and a changing educational landscape. Through E4.0, PolyU is transforming learning and teaching by integrating AI and smart technologies into a student-centred approach that fosters innovation, expands the use of educational technologies, and prepares students for the future.