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Since the November 2022 release of ChatGPT, artificial intelligence (AI) has reshaped higher education. AI-assisted cheating in universities has become ubiquitous, raising questions of the purpose of assessments, and of entire academic disciplines altogether. Geographic Information Systems (GIS) education, however, should be seen as a bulwark in this era of AI plagiarism, for two reasons. First, the types of project-based assignments often assigned in GIS laboratory courses do not lend themselves easily to cheating. Second, GIS education is built on harnessing technical skills, and in many ways, AI represents just one more analytical tool to be deployed by spatial scientists.
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Patrick D. Hagge (2025) studied this question.
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