Since the middle of the 20th century, we can observe the creation of a new type of society commonly referred to as the Information Society. The rapid expansion of information and communication technology, access and flow of information on a large scale makes information one of the more valued goods.

A society becomes an information society when it reaches a stage of development and the scale and complexity of social, economic processes requiring the use of new techniques for collecting, processing, transmitting and using the huge amount of information generated by these processes. The information society is a new type of society taking shape in countries with a high degree of technological development.

The Organization for Economic Cooperation and Development (OECD, 1998) has recognized that the economy of tomorrow will largely be an, “information economy,” and that society will increasingly be an , “information society. This means that information will form the basis of the “knowledge economy”. This concept defines an economy as one, “in which knowledge (codified and tacit) is effectively created, acquired, transferred and used by institutions, organizations, individuals and local communities, in order to increase the degree of economic and social development” (OECD, 1998). This requires such an organization of the economy and institutional infrastructure that will stimulate the effective use of existing knowledge in the process of creating new knowledge, eliminating obsolete activities and starting new more effective ones, including the adjustment of education in this regard. One of the key players in the field of education is higher education institutions, which are intended to create conditions for the acquisition of knowledge and skills needed to solve problems using new methods and techniques derived from information technology. The development of modern technologies and progressive digitization in every aspect of social, economic life requires the implementation of new tools and new techniques including the use of digital, geographic information and presenting it in graphic form using GIS tools.

Motivation to undertake research is the digital future of sustainable spatial development is smoothly functioning and functioning ICT systems using GIS tools. Teaching students to use GIS tools is reflected in the choice of tools for visualization of results in thematic studies, which is the diploma thesis (Panecki, 2021; Kozak et al., 2023).

The aim of the research is to analyze the current use of GIS tools in the development of diploma theses (engineering and master’s) in the field of spatial management at the selected university.

The following were used to achieve the research objective among the methods, the historical-interpretive method based on the analysis of publications in the area of GIS and the method of deduction through the analysis of visualization studies used by students in their diploma theses were used (Panecki, 2021; Kozak et al., 2023). The following research questions were formulated to realize the aim of:

The structure of the article is linked deductively, so that the final research conclusions follow from the theoretical issues introduced previously.

Since the half of the 20th century, there has been intensive research in data collection and the tool that could process this data (Ceccato and Snickars 2000). With advances in technology, particularly the development of computer technology, Scholten and Stillwell (1990) pointed out that future technologies have unlimited possibilities for development and are a potential that can be used to support solutions to planning issues.

In the field of GIS identification, many definitions are given, but none of them has gained common acceptance. According to Gajewski (2016) a geographic information system is called a system for acquiring, processing verifying, integrating, manipulating, analyzing and presenting data that is spatially referenced to the Earth. A GIS is usually comprised of a spatial database and appropriate software, which enables the development of applications available online and the use of interactive maps (web GIS) (Pokojska et al., 2021). Finding spatial relationships between the various elements of the geographic environment and understanding the key relationships that occur between them is key to creating thematic maps, which make it easier to analyze the phenomena taking place and interpret the results (Burrough, 1986). In polish education, the foundations of current GIS were shaped by cartography, topography and remote sensing. The first lectures and exercises in cartography and topography were introduced more than 120 years ago, in which the implementation was closely linked to field practice. Remote sensing was previously referred to as photo interpretation and was introduced into the geography curriculum in the second half of the 1960s.

These subjects formed the foundation for the creation and development of the foundations of GIS on the basis of applied methods of data acquisition, processing and interpretation of phenomena and processes occurring in space in the discipline of geography. These include: map overlay method, as well as object classification methods, which today have become part of the canon of GIS and remote sensing procedures. Thus, Geographic Information Systems as educational subjects did not appear in a vacuum (Widacki, 2004; Szczepanek, 2013).

Technological developments have stimulated the collection, processing and modification of a range of data. Specialized systems began to be developed, which allows the collection, organization, analysis and visualization of digital data, including spatial data. The development of GIS began with the recording of a range of data and the ability to visualize it. The next stage included the first computer software, including tools with which spatial information processing could be done. Currently, we are in the phase of development of Internet technologies, in which the emergence and development of applications available on line that allow the use of interactive maps (web GIS) (Pokojska et al., 2021).

Intensive development (web GIS) allows visualization of statistical, social and economic data in the form of thematic maps (Zysk and Zalewska,2024 a). Combining data from different sources and, above all, finding spatial relationships between spatial policy (Zysk and Źrobek-Różańska., 2016), its functions (Źrobek-Różańska et al., 2016) , and spatial changes (Tataruch et al., 2019), social problems (Zysk and Zalewska, 2024 b) including different elements of the geographic environment is increasingly a tool used by graduate students to develop research results as part of their diploma thesis. In accordance with the law (Act, 2024) a diploma thesis is an independent study of a scientific, artistic or practical issue or a technical or artistic achievement, demonstrating the student’s general knowledge and skills related to studies in a particular field, level and profile, as well as the ability to analyze and make conclusions independently. The diploma thesis is in the form of a written study, and is a report on the activities carried out by its author of a purely theoretical nature, or may include a description of the experiments performed.

Accordingly, detailed analysis is given to the theses that were defended in the field of study of spatial management in the period from 2011 to 2024, which were written under the supervision of the supervisor, who is the author of the article.

Geographic Information Systems are a collection of computer tools that allow data collection, management, analysis and visualization of data of spatial phenomena (Gotlib et al., 2007).

The use of GIS tools allows for the study of spatial patterns, the identification of relationships between different features, and the assessment of the situation in a specific area. The visualization, it allows for an understanding of the processes and phenomena occurring in a given area, which is crucial from the perspective of future engineers, planners, and architects.

The implementation of GIS software in higher education education is becoming more common and popular.

The results of the research indicate that the use of GIS tools has a very high potential for the use of this tool by diploma students and the future will see even more development (Panecki, 2021). The article identifies the topics, subjects and issues addressed in diploma theses, as well as the software used to visualize research results. The research indicated that every year more and more diploma students are reaching for GIS tools to present the effects and results of their thesis. Visualization influences better interpretation, identification of relations between studied phenomena, e.g. social and spatial. The results highlight that QGIS software are the most frequently chosen software for graphical presentation of results. This software is most often chosen because it is free and available to students (Pokojska et al., 2017). Diplomates used ArcGIS software only when they had access to free software obtained in academic classes. Further research should consider the perspective of incentives for students to use modern technologies in their theses. The use of GIS tools in the thesis in the future can contribute to informed design and preparation for professional work-as an urban planner or space designer among others.