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Effect of Adult Learning on Adults’ Knowledge of Geospatial Information Systems

Abstract

Adult learning provides opportunities for adults to acquire relevant knowledge and practical skills that can support participation in modern social, occupational, environmental, and community activities. Geospatial Information Systems (GIS) are computer-based systems used to collect, organize, analyse, manage, and present information associated with geographical locations. Knowledge of GIS is increasingly relevant because geospatial information supports activities such as mapping, transportation, agriculture, environmental management, urban planning, land administration, and community development. However, limited knowledge of geospatial systems may restrict adults’ ability to understand and appreciate the value of location-based information. This study will examine the effect of adult learning on adults’ knowledge of Geospatial Information Systems, with the purpose of determining whether adult learning can improve their understanding of GIS concepts and applications. Adult learning can provide participants with opportunities to encounter geospatial concepts through discussions, demonstrations, practical exercises, visual materials, and experience-based activities. Learning activities may introduce adults to digital maps, geographic coordinates, spatial data, mapping layers, location-based information, and basic GIS operations. Participants may also be exposed to practical applications of GIS in community mapping, transportation planning, environmental monitoring, agricultural activities, land management, and public-service planning. By using familiar examples and practical demonstrations, adult learning can make geospatial concepts more accessible and enable learners to relate GIS technology to activities within their communities and everyday environments. Adults’ knowledge of Geospatial Information Systems refers to their ability to identify GIS, explain its basic functions, recognize different forms of geospatial information, and understand how GIS can be applied to real-life situations. Adequate knowledge can help adults appreciate the importance of geographical information in understanding locations, identifying patterns, planning activities, and supporting informed decisions. Adult learning can strengthen this knowledge by providing structured opportunities for learners to explore geospatial concepts and examine their practical applications. Improved knowledge may therefore increase adults’ awareness of geographic technologies and their potential contribution to community, environmental, occupational, and development activities. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate knowledge assessment designed to measure participants’ knowledge of Geospatial Information Systems. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of adult learning on adults’ knowledge of Geospatial Information Systems. The study is expected to establish that adult learning has a positive effect on adults’ knowledge of Geospatial Information Systems. Adults who participate in relevant learning activities are expected to demonstrate improved understanding of digital mapping, geographic data, spatial information, coordinates, and practical GIS applications. The study may also establish that practical demonstrations, map-based activities, and community-related examples contribute to improved understanding of geospatial concepts. Such findings would emphasize the value of adult learning in developing adults’ awareness of technologies that support the collection, interpretation, and use of location-based information. The findings will have implications for Adult Education practitioners, programme facilitators, community educators, and curriculum developers. Appropriate Adult Education programmes may need to incorporate basic geospatial concepts where such knowledge is relevant to learners’ occupational, environmental, or community needs. Facilitators can employ maps, visual materials, demonstrations, community-based examples, and practical exercises to simplify GIS concepts and improve learners’ understanding. These approaches can help adults become more confident in interpreting geographical information while appreciating the relevance of geospatial technologies to community planning, agriculture, transportation, environmental management, and other activities. The study will be significant to adult learners, educators, community organizations, development practitioners, planners, and other stakeholders interested in geographic information and technology. It will provide useful information on the role of adult learning in improving adults’ knowledge of Geospatial Information Systems and increasing awareness of location-based technologies. The study will recommend the inclusion of relevant GIS concepts and practical mapping activities in suitable Adult Education programmes, supported by accessible and experience-based learning strategies. It will conclude that strengthening adults’ knowledge through adult learning can promote greater awareness and informed engagement with geospatial information in personal, occupational, and community activities.

Keywords: Adult learning, Geospatial Information Systems, GIS knowledge, geospatial information, geographic data, digital mapping, spatial information, geographic coordinates, mapping technology, location-based information, spatial data, community mapping, geographic technology, map interpretation, geospatial awareness