Dennis Hunink: Inspiring Geography Education Through GIS Innovation

In this edition of GeoInspirations, Dr. Joseph Kerski turns the spotlight on Dennis Hunink—geography instructor, GIS developer, and creator of forward-thinking educational tools that blend spatial thinking with technology. Based in the Netherlands, Hunink exemplifies how technical expertise and classroom teaching can reinforce one another to create transformative learning experiences.

A Geography Teacher with a Developer’s Mindset

Dennis Hunink teaches geography at a secondary school in Zwijndrecht while simultaneously leading and contributing to a wide array of educational initiatives. What distinguishes his work is not only his pedagogical skill, but his ability to design and build custom GIS applications that directly serve classroom needs.

Dr. Kerski first encountered stories of Hunink’s work several years ago and was struck by the rare combination of full-time teaching and advanced GIS development. Their eventual meeting at the EUROGEO conference in Belgium confirmed that Hunink’s reputation was well earned. A shared field excursion to the geographic intersection of 51° north latitude and 4° east longitude symbolized a mutual appreciation for geographic exploration and precision.

Hunink later presented his innovative projects at the Esri User Conference in San Diego, where his work with students—particularly through mobile data collection—demonstrated how spatial technologies can be meaningfully embedded in secondary education.

Transforming Topography: “Topografie in de Klas”

One of Hunink’s most influential contributions is “Topografie in de Klas” (“Topography in the Classroom”). Dutch secondary students are required to memorize approximately 300 global locations, including cities, rivers, and mountain ranges. Recognizing the limitations of rote memorization, Hunink reimagined this requirement as an interactive, GIS-driven learning experience.

To achieve this, he developed his own application using Esri Nederland APIs and supporting infrastructure. Rather than passively reviewing maps, students actively select geographic features and answer contextual questions within an online environment. Teachers can monitor progress digitally, and students retain access to their materials for review. The platform even enables sharing results via social media, encouraging engagement beyond the classroom.

Today, more than half of the Netherlands’ secondary students studying topography use Hunink’s system. The project’s success stems not only from its technical sophistication but from its strong didactic foundation and attention to cartographic accuracy—areas Hunink felt were lacking in many existing educational mapping tools.

Veldwerk 2.0: Learning Through Field Data

Hunink’s commitment to experiential learning extends into Veldwerk 2.0, a project designed to connect students directly with their local environment. Using Collector for ArcGIS, students collect real-world data on trees, lighting infrastructure, pedestrian movement, and other features within their community.

Once the designated map is loaded onto their smartphones, students conduct structured field investigations, responding to prompts embedded in the application. Crucially, the app’s offline functionality allows fieldwork to proceed without internet connectivity. The collected data is then analyzed through web maps and spatial tools, reinforcing both geographic content knowledge and analytical skills.

Hunink also shares his methods through professional development courses for fellow educators. His work has drawn attention at the national level, including a demonstration for Alida Oppers, director general within the Dutch Ministry of Education, Culture, and Science. Oppers noted that this integration of innovative technology enhances visualization, experimentation, and long-term retention among students.

The Path to Geography Education

Hunink’s decision to enter teaching traces back to an experience at age 18. A visit to a friend teaching auto mechanics to socially marginalized youth profoundly shaped his outlook. Observing educators committed to improving young lives inspired him to pursue teaching as a vocation dedicated to personal and academic growth.

Choosing geography over economics—partly to avoid replicating his mother’s professional path—proved serendipitous. Geography’s inherent interdisciplinarity, integrating economics, social sciences, and environmental perspectives, ultimately aligned with his interests. After completing teacher training, Hunink continued his studies at Utrecht University in social geography while teaching part-time. During that period, courses in economic geography and GIS further refined his expertise.

Intellectual Influence and Academic Inspiration

Among the individuals who most influenced Hunink’s academic trajectory is Ben de Pater, associate professor of human geography, planning, and education at Utrecht University. Hunink credits de Pater with combining deep geographic knowledge with an ability to energize and motivate students. An invitation to co-author an article based on Hunink’s GIS analysis of ACLED data remains one of his proudest academic recognitions.

De Pater’s integration of philosophy of science into geography education also left a lasting impression, encouraging skepticism, curiosity, and critical inquiry—qualities central to Hunink’s own teaching philosophy.

Breaking Down Disciplinary Boundaries

When asked about challenges facing the geographic community, Hunink emphasizes the importance of interdisciplinarity—particularly in secondary education. He observes that geography is too often isolated from subjects such as economics, history, and social sciences. Yet the spatial questions students raise through GIS analysis—why pollution clusters in certain areas, why ethnic communities concentrate spatially, why shopping centers succeed or fail—cannot be answered without insights from multiple disciplines.

He argues that meaningful geography education requires collaboration across subject boundaries. Integrating historical context, economic theory, and social analysis into spatial investigations enhances student understanding and strengthens learning outcomes.

Advice for Emerging Geographers and Educators

Hunink encourages educators and geographers to ask themselves what unique skills they can contribute beyond traditional job descriptions. Innovation, he suggests, often emerges when individuals bring unexpected talents—programming, video production, model building, creative arts—into educational contexts.

Blending personal passions with professional responsibilities can lead to new instructional methods and deeper engagement. By combining worlds and experimenting across disciplines, educators can generate transformative experiences for students.

A Model of GeoInspiration

Through projects such as “Topografie in de Klas” and Veldwerk 2.0, Dennis Hunink demonstrates how GIS can be harnessed not merely as a technical tool, but as a pedagogical bridge linking theory, practice, and community engagement. His work reflects a broader vision for geography education—one that values curiosity, technological fluency, and cross-disciplinary collaboration.

As Dr. Kerski suggests, Hunink’s dedication and innovation make him a fitting member of the global community of GeoInspirations.