The main goal of this paper is to present a wider view of challenges and opportunities encountered by university teachers in terms of programs, including accountability, articulation, geography curriculum design and assessment, and general education itself. What is more, it also provides the reader with the role of university initiatives in completing and promoting the Geospatial Technology Competency Model with regard to the development of geography academic competencies. Said model identifies the foundational, industry-wide, and industry sector-specific expertise that distinguishes, and binds together, successful geospatial professionals. Another aspect raised in this article pertains to the contents of this very model, the process which prompted its development, its possible uses, along with evaluation of how geography-ori-ented higher education curricula are aligned with the current workforce needs
