From 12 to 17 May 2026, the Faculty of Construction, Geodesy and Cadastre of the Technical University of Moldova (TUM) in Chișinău hosted the international workshop “Peculiarities of Modern Precise Agriculture Curriculum”. The event was organised within the framework of the international project AGROPATH – Advanced Geomatics and Remote Observation for Precision Agriculture in Higher Education, implemented under the Erasmus+ Capacity Building in Higher Education (CBHE) programme.
The workshop was one of the first key working events of AGROPATH following the project’s kick-off meeting held at Warsaw University of Technology in March 2026. While the kick-off meeting focused primarily on project coordination, distribution of responsibilities, and activity planning, the meeting in Chișinău had a specific practical objective: to launch joint work on the modernisation of educational programmes and learning components in the field of precision agriculture.
The event brought together representatives of partner universities from Ukraine, Poland, Slovenia, Greece, and Moldova, as well as representatives of Óbuda University (Hungary), which is involved in the project as an associated partner. Joint work by experts from different countries made it possible to combine experience and expertise in agricultural education, agricultural engineering, geomatics, geodesy, geoinformatics, Earth observation, and digital technologies.
FROM CURRICULUM ANALYSIS TO MODERNISATION
The main working sessions focused on the implementation of Work Package 2 (WP2), which involves the development of new and modernisation of existing geomatics learning modules for educational programmes related to precision agriculture.
The partners carried out a comparative analysis of existing educational programmes, course components, and syllabi. Particular attention was paid to the extent to which current educational content corresponds to recent developments in digital technologies in agriculture, national higher education requirements, and the practical needs of the modern labour market.
Such analysis represents an important stage in the implementation of AGROPATH, as curriculum modernisation should be based not only on the introduction of new technologies but also on a clear understanding of the competencies that future agricultural professionals actually need.
As a result of the discussions, the partners identified courses and learning modules requiring modernisation and outlined areas in which new educational components should be developed.
DIGITAL TECHNOLOGIES AS A FOUNDATION FOR MODERN PRECISION AGRICULTURE
One of the central topics of the workshop was the integration of modern geospatial and digital technologies into the educational process.
Modern precision agriculture increasingly relies on spatial data and digital technologies that make it possible to obtain information on the condition of agricultural land and crops, monitor production processes, optimise resource use, and support data-driven decision-making.
For this reason, the modernisation of educational programmes within AGROPATH places particular emphasis on integrating technologies such as:
- Remote Sensing (RS);
- Geographic Information Systems (GIS);
- Global Navigation Satellite Systems (GNSS);
- Unmanned Aerial Vehicles (UAVs).
The combination of these technologies provides opportunities for comprehensive analysis of agricultural areas, field mapping, crop monitoring, spatial analysis of land resources, and support for technological operations in precision agriculture.
One of the objectives of AGROPATH is therefore not only to familiarise students with individual digital tools but also to develop a comprehensive understanding of how different sources of spatial data and geoinformation technologies can be integrated to address real-world challenges in modern agricultural production.
AN INTERDISCIPLINARY APPROACH TO SPECIALIST TRAINING
Considerable attention during the workshop was devoted to the interdisciplinary nature of modern agricultural education.
The digital transformation of agriculture is gradually changing the professional competencies required of specialists. Today’s professionals need not only to understand agricultural production processes but also to be able to work with digital maps, satellite data, navigation systems, unmanned platforms, and geographic information systems.
For this reason, the modernisation of educational programmes within AGROPATH aims to combine competencies in agricultural engineering, agronomy, geodesy, geomatics, Earth observation, GIS, and digital data analysis.
This approach is intended to help create an educational environment in which students not only study individual technologies but also learn how to integrate and apply them to solve real-world agricultural and production challenges.
ALIGNING EDUCATION WITH LABOUR MARKET NEEDS
An important aspect of the working sessions was the discussion of how educational programmes can better respond to the actual needs of the agricultural sector and labour market.
Within AGROPATH, the development of new and modernised modules takes into account the strengths and weaknesses of existing educational components, experience from partner universities, national educational requirements, and current professional needs.
Curriculum modernisation is therefore viewed not simply as a formal revision of course lists but as an opportunity to make specialist training more practical, technologically advanced, and responsive to the ongoing digital transformation of agriculture.
Particular importance is attached to developing students’ ability to work with real-world data and modern equipment, analyse spatial information, and use the results of such analyses to support decision-making in agricultural production.
SHORT-TERM COURSES FOR PROFESSIONALS AND THE AGRICULTURAL SECTOR
A separate area of discussion during the workshop concerned the development of short-term training courses.
Such courses are an important component of AGROPATH because the digital transformation of agriculture requires continuous development of competencies not only among students but also among professionals already working in education and the agricultural sector.
The short-term programmes are intended for academic staff, practising professionals, representatives of agricultural enterprises, and other target groups who need to acquire or update competencies in digital and precision agriculture.
Within the broader framework of AGROPATH, the project envisages the development of six short-term retraining courses aimed at strengthening digital skills and professional capacity among target groups in Ukraine and Moldova.
This makes it possible to view the project’s results not only as a mechanism for modernising university curricula but also as a means of transferring modern knowledge and technologies to the wider professional community.
FROM EDUCATIONAL CONTENT TO MODERN LEARNING INFRASTRUCTURE
The modernisation of educational programmes within AGROPATH is closely connected with other areas of the project.
Alongside the development of new educational components, the project envisages the establishment of new and modernisation of existing laboratories for geomatics and precision agriculture. These facilities are expected to provide students with opportunities not only to study the theoretical foundations of digital technologies but also to gain practical experience using modern equipment, software, and geospatial data.
The project also envisages the creation of an open multilingual digital learning environment that will provide long-term access to educational materials related to geomatics and precision agriculture.
Modernised courses, new learning modules, laboratory infrastructure, digital materials, and professional development programmes are therefore expected to form an interconnected educational ecosystem.
EUROPEAN EXPERIENCE AND INTERNATIONAL KNOWLEDGE EXCHANGE
One of the important advantages of AGROPATH is the opportunity to benefit from the experience and expertise of universities from different European countries.
Joint work among the partners makes it possible to compare educational approaches, analyse curriculum structures, exchange experience in the use of digital technologies, and identify solutions that can be adapted to the needs of universities in Ukraine and Moldova.
International cooperation is particularly important in areas where technological development is extremely rapid. Earth observation, satellite navigation, unmanned systems, and geoinformation technologies are continuously evolving, and educational programmes must be regularly updated to reflect these developments.
In this context, AGROPATH provides a platform not only for a one-time modernisation of educational programmes but also for establishing a long-term network of cooperation among universities, academic staff, and professionals.
A ROADMAP FOR THE NEXT STAGES OF WORK
The final sessions of the workshop focused on agreeing on practical steps for the further implementation of WP2.
The partners analysed potential risks that could arise during the modernisation of educational programmes, discussed measures to mitigate them, and addressed issues related to project communication and dissemination of results.
One of the key practical outcomes of the meeting was the development of a roadmap for further work.
Participants agreed on the main stages of Work Package 2 implementation, defined the responsibilities of the partner universities, and coordinated the schedule for further joint activities. This approach enables the consortium to move from the general concept of educational modernisation towards concrete work on curricula, syllabi, modules, and educational materials.
AGROPATH AS A PLATFORM FOR THE TRANSFORMATION OF AGRICULTURAL EDUCATION
The workshop in Chișinău marked an important step in AGROPATH’s transition from planning to the practical implementation of one of its key objectives — modernising agricultural education through the integration of geomatics and advanced digital technologies.
The AGROPATH project is planned for a period of 36 months and focuses primarily on strengthening educational and institutional capacity in Ukraine and Moldova. Its activities include curriculum modernisation, development of laboratory infrastructure, training of academic staff, creation of open digital educational resources, organisation of educational activities for students, and professional development opportunities for other target groups.
Joint work among the project partners provides an opportunity to combine European experience, the requirements of national higher education systems, and the practical needs of the agricultural sector.
This cooperation is expected to contribute to the education of a new generation of professionals equipped not only with fundamental knowledge in their respective fields but also with modern digital and geospatial competencies.
The integration of GIS, GNSS, Earth observation, UAVs, and other digital technologies into the educational process will enable future specialists to work more effectively with spatial data, analyse the condition of agricultural areas and crops, apply modern technological solutions, and contribute to the further development of precision agriculture.
This interaction between education, technology, and the practical needs of the agricultural sector is one of the key principles of AGROPATH and an important prerequisite for the development of innovative, digital, and sustainable agriculture in Ukraine and Moldova.
