Integrating transferable skills in GIS education: enhancing workplace readiness through problem-based learning

Workplace readiness is becoming increasingly vital, with soft skills as important as theoretical knowledge and technical expertise. This paper explores the integration of transferable skills into academic tasks to meet work preparedness and academic requirements, as part of the Geographic Information Systems (GIS 310) module taught at the University of Pretoria. The focus is on a summative assessment practical group task that aligns with social constructivism and employs problem-based and collaborative learning. The task, modelled on a government tender, requires students to solve a geospatial problem, assessing their technical and theoretical skills. Additionally, the task enhances soft skills while simultaneously reducing the reliance on traditional examinations. Transferable skills specifically addressed are technology skills, critical and creative thinking, communication and interpersonal skills, teamwork and social skills, agile personal flexibility and open-mindedness, active learning, and personal resilience and self-knowledge. Thematic analyses of student feedback shows appreciation for the task, recognizing the opportunity for creativity and authentic problem-based learning. However, students wished for more guidance and clearer communication from the lecturer, as well as expressing difficulties in finding suitable geospatial datasets. Finally, students highlighted increased awareness of time management and managing group dynamics, yielding increased work-readiness in this regard.