This work was done in collaboration with Safe Software partner con terra Spain.
By Eloina Coll Aliaga, Professor, Universitat Politècnica de València
As a professor at Universitat Politècnica de València, I have always tried to ensure that my students leave the classroom with skills they can apply in their future careers, not just theoretical knowledge.
Over the years, I noticed a gap between the concepts we were teaching and the practical technical skills increasingly demanded by the job market. Our program works with large volumes of geospatial data and many different data formats, yet students had limited opportunities to work with the kinds of workflows they would encounter in professional environments.
That was one of the main reasons I decided to introduce FME into my Spatial Information Distribution course.
I wanted students to gain hands-on experience with data integration, transformation, and automation while working with realistic scenarios. My goal was not only to teach them how data works, but also to help them understand how organizations manage, connect, and use data in practice.
Moving Beyond Theory
One of the things I appreciate most about FME is how quickly students can start working with real data problems.
Rather than focusing exclusively on academic exercises, they begin working with projects that involve integrating data from multiple sources, cleaning and transforming datasets, automating repetitive tasks, and building workflows that solve practical challenges.
As a result, students gain experience that goes beyond theory and develop a better understanding of how data is managed in professional environments.
“The biggest impact has been the students’ ability to work confidently with real-world data and workflows that closely resemble professional environments.”
For many students, this is their first opportunity to work with workflows that feel directly connected to industry practice, and I have seen their confidence grow as they become more comfortable handling complex datasets and solving real problems.
Preparing Students for the Workplace
When I introduced FME, I also wanted students to leave the course with experience using a tool that has real applications in GIS, engineering, environmental management, smart cities, and data analytics.
The skills they develop are not limited to a single software platform. They learn how to manage geospatial data, connect information from different systems, automate processes, and think critically about how data flows through an organization.
Some students have highlighted their FME experience during internships and job interviews, and employers often recognize the value of understanding workflow automation and data integration concepts before entering the workforce.
More importantly, students tell me they feel better prepared to tackle the kinds of challenges they encounter outside the university environment.
What Makes FME Different
In my experience, FME stands out because it combines data integration, transformation, validation, and automation in a single visual environment.
Many GIS and analytics tools focus on analyzing or visualizing data. FME allows students to think about the entire process, from bringing data together from multiple sources to preparing it for use elsewhere.
I also find that the visual approach makes it accessible to students with different technical backgrounds. They can build meaningful workflows without requiring advanced programming skills, while still developing the logical thinking and problem-solving abilities that are valuable in professional settings.
My Advice to Other Instructors
If another instructor asked whether they should consider the FME Grant Program, my answer would be simple: try it.
FME is one of those tools that quickly demonstrates its value once students start using it, especially in courses involving GIS, data integration, or multi-source workflows. The learning curve is manageable, and students can begin applying what they learn almost immediately.
What has impressed me most is how quickly students move from learning concepts to applying them in practical situations.
The main risk, in my opinion, is not trying it. By doing so, you miss the opportunity to expose students to the automation and interoperability skills that are becoming increasingly important in today’s job market.
For me, introducing FME was about helping students connect theory with practice. Looking back, that has been one of the most valuable outcomes for both the course and the students.
