There is a growing demand across society for knowledge and skills, including STEM competences (Science, Technology, Engineering and Mathematics) which also encompass digital and geomedia literacy. Here geomedia skills refer to reflective and appropriate use of tools such as online maps, GIS, satellite images, and story maps to explore, represent, and communicate spatial phenomena. For this, non-formal education is gaining relevance as a it complements formal education, which typically occurs in structured settings like schools and universities. In contrast, non-formal education is flexible, learner-centred, and free from rigid schedules or exams. It plays an increasing role in youth education, vocational training, and adult learning—including lifelong learning, professional development, and community engagement. By bridging gaps in the formal education system and offering innovative learning opportunities, it is receiving growing social recognition. Non-formal education takes place in diverse settings like museums, zoos, protected areas, and environmental centres. These facilities are referred to as learning labs (or laboratories). Although there is no single definition, they are generally understood as innovative spaces (i.e. physical, digital, and human environments) that support non-formal learning beyond traditional classrooms and foster pedagogical innovation. Learning labs offer hands-on, interdisciplinary environments that apply theoretical knowledge to real-world problems. A key benefit is that learning outside the classroom enables interaction with the environment, deepening understanding and boosting learner confidence. Learning labs can be linked to any discipline and often address STEM subjects—including geomedia skills.

Learning labs such as the iDEAS:lab—operated by the Department of Geoinformatics (Z_GIS), Salzburg University (https://ideaslab.plus.ac.at)—focus on geoinformatics. The lab’s objectives include education, training, science communication, research, and business cooperation. This prompts the question: What specific roles do education, training, and research play in the lab’s activities, and how can untapped potential be harnessed? These questions are explored using course and participant statistics, research project data, and staff expertise.

As in many other learning labs, iDEAS:lab’s main activities focus on secondary education, with some outreach to primary schools (e.g. school workshops; 80–90% of all workshops). Around 10–20% involve training for (future) teachers, enabling them to integrate digital geomedia into their teaching. Research plays the smallest role, reflecting the situation in other learning labs.

Both training and research activities now deserve more attention. As digital geomedia become increasingly important in education, student teachers, teachers, and educators need to develop the competencies to use them effectively. This need is still insufficiently addressed in teacher education and non-formal training. GI learning labs with educator training initiatives can help close this gap. Regarding research, the growing role of geomedia in education calls for more systematic study of GI pedagogy. Learning labs like iDEAS:lab can play a pioneering role in this area. Here, projects like u3Green (Sparkling Science 2.0 initiative) ideally combine school workshops, training initiatives, and research on GI pedagogy, aligning with approaches such as Spatial Citizenship and Spatially Enabled Learning.

Keywords: STEM, digital skills, geomedia skills, spatially enabled learning SEL, learning with geoinformation.