Harnessing Competency-Based Education, Artificial Intelligence, and Pedagogical Innovation in Geospatial Science: A Literature Review of Trends and Opportunities in Kenyan Higher Education

Abstract

As Kenya’s universities align with the national Competency-Based Curriculum (CBC), there is an increasing need to reimagine higher education programs, particularly in technical fields such as Earth and Geospatial Sciences through the lenses of pedagogy, technology, and research. This literature review critically examines global and regional scholarly work on the integration of competency-based education (CBE) and artificial intelligence (AI) within geospatial science education, with a focus on the Kenyan context. The review explores how learner-centered pedagogies and digital technologies are reshaping geospatial teaching and learning, enabling students to acquire, apply, and demonstrate practical competencies in spatial analysis, environmental monitoring, remote sensing, and GIS-based modeling. Key themes from the literature include the effectiveness of AI-powered tools such as intelligent GIS tutors, automated image classifiers, and adaptive learning platforms in enhancing skill development; the pedagogical shift toward project-based and field-oriented learning; and the importance of curriculum alignment with labor market needs. The review also highlights emerging challenges such as digital infrastructure limitations, unequal access to geospatial technologies, and the need for continuous faculty development in both AI and CBE methodologies. Based on the reviewed studies, the paper proposes a conceptual framework to guide the integration of AI-supported, competency-based pedagogy in Earth and Geospatial Science programs in Kenya across different education levels. The framework underscores the importance of open-source technologies, interdisciplinary collaboration, and evidence-informed strategies to bridge the gap between academic training and real-world geospatial applications.