From university to the professional practice. The personal and technical non-geological skills required to succeed as a geologist

by Joan Martinez-Bofill ^1,*, Pere Buxó ¹, Ramon Pérez ¹, Vinyet Solà ¹, and Laura Blanco ¹

¹ COLGEOCAT

*  Corresponding author: jmartinezbofill@colgeocat.org,

Abstract

Professional geology requires strong theoretical foundations, multidisciplinary knowledge, and practical skills. While graduates often excel in theory and digital modelling, they may lack abilities not developed during university, such as critical thinking, holistic problem-solving, technical writing, and project management. Enhancing knowledge transfer between academia and industry—through experienced associate professors and early work experience—can bridge persistent gaps. The artificial intelligence, the overreliance on mobile connectivity and senior feedback may hinder autonomous decision-making, while frequent job changes disrupt skill consolidation. Health & safety training, resilience, and perseverance are increasingly vital. In a complex, evolving field, continuous self-directed learning, the ability to identify knowledge gaps, and asking the right questions are essential for long-term professional growth in geology.

Keywords

professional geology, education, university, artificial intelligence, skills, critical thinking

Note:

Papers published in this special issue of the European Geologist journal have undergone a thorough peer-review process but have not been copy-edited. Authors bear full responsibility for the linguistic accuracy of their contributions.

This work is licensed under a Creative Commons Attribution 4.0 International License.

---

1. Introduction

The professional practice of geology requires strong and comprehensive technical expertise. Increasingly, however, geologists are expected to possess complementary non-geological skills that add value to their work and support effective career development. Communication, leadership, and related competencies are essential to working within multidisciplinary teams and navigating an increasingly complex technological environment. Yet, despite their importance, such skills are rarely taught at universities or academic institutions. This article outlines the key non-geological competencies, personal and technical, that are essential for geologists seeking to succeed in academia, industry, and the public sector.

1.1. The Young Professional Geologist Today

Graduate outcome surveys conducted by the Catalan University Quality Assurance Agency AQU [1] provide an objective picture of the labour market situation in Catalonia. Information from various sources in the rest of Spain and from European centers and institutions has also been consulted [2, 3, 4], together with reports from institutions in the United States [5], such as the American Geosciences Institute (AGI). Therefore, the information presented in this article is considered to reasonably and accurately represent the professional landscape of geology in the year 2025. In Catalonia, two universities offer geology degrees: the Universitat de Barcelona (UB) and the Universitat Autònoma de Barcelona (UAB). Geology is associated with a high graduate employment rate—91.9% in 2023—recovering from the lows of the financial crisis, when rates fell to 70% in 2014. In today’s economic context, geologists can be considered fully employed. However, only 45.2% without Master or PhD hold permanent contracts (Figure 1), while 40.5% are employed on temporary terms. Internships account for a further 9.5% and self-employment for 3.6%, meaning that over half of geology jobs (53.6%) remain discontinuous or unstable. Considering that permanent contracts are the legal norm in Spain, these figures highlight the structural precariousness of geology jobs despite high overall employability.

---

---

Survey results also reveal how graduates rate their training. Theoretical education is highly valued (7.8 out of 10), but its practical usefulness is rated lower (6.6). Practical training receives a slightly lower quality rating (6.9), but its usefulness is perceived as higher (7.1). None of the training areas, however, are rated as excellent (above 8).

In terms of further education, 16.3% of graduates do not pursue postgraduate studies. About 9.3% opt for specialization courses, while a significant proportion (57.0%) continue with a master’s or postgraduate program. Despite this additional training, the surveys show that having a master’s degree leads to a higher rate of permanent contracts (56.4%), but does not result in a higher salary compared to recent graduates. Finally, 12.8% of students apply for doctoral studies.

The average annual gross salary of a recently graduated geologist is €22,488. A large majority of graduates (77.4%) enter positions without direct responsibility, while 20.2% begin in mid-level roles and only 2.4% attain managerial positions. Most geologists in Catalonia work on projects related to construction and civil engineering, either directly (through geotechnical studies) or indirectly (in hydrogeology, environmental projects, etc.). A comparison with civil engineering graduates highlights significant disparities: newly graduated engineers earn an average of €39,480, with a 98% employment rate and 82.4% permanent contracts (Figure 2). However, these differences should be interpreted in light of sectoral and structural labour market factors, such as variations in professional regulation, demand across industries, and the broader integration of civil engineers into large-scale infrastructure projects. Likewise, the earnings of a recently graduated geologist are much lower than the average salary of a geoscientist in the United States, where the median annual income is €84,522 (99,540 US$), according to data from the U.S. Bureau of Labor Statistics on geoscience salaries.

---

---

Table 1: Reasons for the difficulties in hiring suitable profiles by educational subfields (% difficulty). Source: AQU [7]

Educational subfield	Lack of specific competences	Lack of general competences	Lack of qualified people	Lack of specialization	Inadequate working conditions offered	Others
Economics, Business and Tourism	37%	55%	27%	47%	39%	10%
Law, Labor and Political Sciences	44%	48%	33%	42%	33%	10%
Communication and Documentation	44%	61%	6%	44%	44%	17%
Education	18%	38%	53%	44%	29%	12%
Social Intervention	21%	38%	38%	24%	71%	10%
Biological and Earth Sciences	30%	47%	35%	40%	26%	12%
Experimental Sciences and Mathematics	30%	26%	35%	23%	30%	30%
Nursing and Health	9%	16%	64%	23%	41%	9%
Psychology and Therapy	25%	38%	42%	29%	38%	4%
Medicine and Biomedical Sciences	12%	25%	75%	24%	63%	12%
Architecture, Construction and Civil Engineering	47%	50%	50%	44%	28%	12%
Industrial Technologies	43%	41%	44%	30%	27%	14%
ICT (Information and Communication Technologies)	33%	35%	44%	30%	28%	17%
Agriculture, Forestry and Fishing	19%	47%	56%	33%	42%	19%

---

Although the data might suggest potential dissatisfaction—particularly given job instability and modest salaries—overall student satisfaction remains high. At UB, graduates rate their experience 8.0 out of 10, while at UAB the score is 7.3; between 69% and 76% would choose the same degree again respectively.

Taken together, the evidence clearly shows that geologists lag behind other professionals with comparable responsibilities and direct collaborations. It is therefore crucial to enhance recognition of the geologist’s role. One important step is to identify and develop competencies that extend beyond those acquired through university studies.

According to the AQU employer survey [7], the two main difficulties in hiring suitable profiles in the field of Earth sciences are, firstly, a lack of generic competences and, secondly, a lack of responsibility (Table 1).

From a gender perspective, 32.7% of geology students are women and 67.3% are men. According to data from COLGEOCAT, only 28% of professional geologists are women. The profession thus remains strongly male-dominated, underscoring the need to strengthen women’s presence and to develop tools and mechanisms that promote equitable access to professional opportunities and responsibilities.

1.2. Full Employment, High Mobility

In the current labour market context, characterized by high demand and supply, geologists experience conditions approaching full employment. Nevertheless, this situation is also associated with considerable professional mobility, particularly among recent graduates. The results of a survey conducted by Randstad [8] show that Generation Z, corresponding to the population segment aged 18 to 28 years, exhibits the highest rates of early turnover in the Spanish labor market. Specifically, 41% of respondents acknowledged having voluntarily left a job within the first year of employment, compared with an overall workforce average of 32%. This proportion is notably higher than the 29% observed among millennials, the 23% among Generation X, and the 11% among baby boomers. The average tenure of Generation Z in an organization or company is only 1.1 years during the first five years of their professional careers (Figure 3), compared to 1.8 years for the millennial generation, 2.8 years for Generation X, and 2.9 years for the baby boomers at the same stage. It is also noteworthy that Generation Z has had the opportunity to access permanent and indefinite contracts from the outset, which was uncommon for previous generations, whose first contracts were typically temporary and lasted between six months and one year.

---

---

This tendency is further reflected in their career expectations. In Spain, 35% of Generation Z professionals reported plans to change jobs within the next year, while only 11% expressed the intention to remain indefinitely in their current organization [9]. These findings are consistent with global trends, which suggest that approximately one in three individuals from this generation intend to leave their current position within a year. Collectively, the data confirm that job stability is not a primary concern for this demographic at either the national or international level.

2. Key Personal Non-Geological Competences

The practice and professional exercise of geology require certain personal skills that go beyond the knowledge acquired in a university environment, particularly at the undergraduate level. In this regard, geologists must interact with other professionals from various disciplines (other geological specialties, physicists, chemists, engineers, etc.); therefore, skills such as teamwork and effective communication are crucial for the proper practice of the profession. Furthermore, efficient management of resources and time makes the difference in successfully completing a project.

The American Geosciences Institute (AGI) identifies the main non-technical skills required in the professional practice of geoscience [10]. These data are taken from the Geoscience Career Master’s Preparation Survey Report. Figure 4 shows the key skills, where the relative sizes of the circles indicate the importance of each one. The skills selected for this graphic display a statistically significant disparity between student preparation and rated importance, as indicated by the Geoscience Career Master’s Survey Data Analysis. In other words, larger blue circles indicate that professionals rated these skills as more important than the level of preparation typically achieved by students upon completing their master’s programs. Student preparation levels were determined by aggregating responses from both students and faculty. It is worth noting that university training, represented by yellow circles, never fully reaches the level of importance attributed to these skills by professionals.

---

---

2.1. Written and verbal communication

Communication skills are essential for junior geologists. Effective written and oral communication is crucial in the professional practice of geology, as it allows complex technical information to be conveyed both to other specialists and professionals, as well as to non-technical audiences such as clients, regulatory bodies, and the general public. Clear and effective technical writing ensures that technical reports are accurate and understandable for all participants involved in a project. Likewise, oral communication is key to collaboration within interdisciplinary teams and facilitates the engagement of non-technical partners and decision-makers—such as administrations, clients, and sponsors—who often provide the financial support for projects. Furthermore, strong communication skills are indispensable in educational and outreach contexts.

Employer surveys have consistently identified communication as one of the most critical competencies for geology graduates. For example, the American Geosciences Institute (AGI) reports that more than 80% of employers consider written communication to be “very important” for professional success [10, 11], while a national survey of U.S. geology job advertisements found that writing (67%) and oral presentation skills (37%) ranked among the most frequently requested competencies, alongside field experience [12]. Despite this demand, gaps remain between employer expectations and student preparation, as many programs emphasize technical skills but offer fewer opportunities for structured communication training [11]. The Universitat de Barcelona’s Graduate Satisfaction Survey [3] highlights that graduates who had developed strong communication skills during their studies reported higher satisfaction with their employability and professional integration.

In Catalonia, AQU Catalunya has emphasized the importance of integrating transversal competencies, such as communication, into university curricula to enhance graduate employability. Its initiative “Incorporating Transversal Competencies in Universities” aims to better prepare students for the labor market by embedding these skills into academic programs [7]. Therefore, proficiency in written and oral communication is a key competency in the professional practice of geology and one that must be actively developed.

2.1.1. Languages

Nowadays, fluency in English is a fundamental requirement in the professional context and is requested by 60% of companies that hire [7], although knowledge of other languages can also be advantageous. In Spain, a plurinational state with four official languages, proficiency in the local language of a given territory, in addition to Spanish, is considered essential for effective professional development. For example, in Catalonia, Catalan is the primary language of instruction and learning in higher education and research. In the professional sphere, 45.5% of companies use Catalan as their main working language [13]. Moreover, all the technical reports addressed to the Catalan administration, including the Government of Catalonia, city councils, provincial councils, and other administrative bodies, must be submitted in Catalan. While translation tools and AI can provide valuable support, technical meetings and project follow-up sessions are typically conducted in Catalan. Consequently, proficiency in the local language of the country or territory in which one works is an essential requirement for career advancement.

2.2. Resilience and Professional Development

As mentioned earlier, today’s professional geologists are in a situation of full employment, which results in a high demand for specialists and, consequently, promotes considerable labor mobility. On the other hand, young graduates show a general tendency to change jobs quickly, with an average stay of about 1 year in a company during the first five years of their professional careers.

This high mobility can be beneficial in the short term, as it allows professionals to explore different positions and, eventually, to seek better opportunities more quickly and effectively. However, high job turnover can also have negative impacts. For professionals, frequent job changes can make it difficult to build a solid career path, consolidate specific skills, and develop a stable professional network within the sector. Ultimately, this situation reflects a lack of resilience and long-term commitment to professional projects.

Nowadays, one of the most highly valued competencies among employers is the ability to engage with and commit to an idea or project. Achieving an appropriate level of commitment and resilience within a company or institution is essential for several reasons:

1. a) the consolidation of knowledge,
2. b) technical and professional development,
3. c) the assumption of technical and managerial responsibilities,
4. d) the acquisition and application of advanced techniques,
5. e) the ability to confront, manage, and overcome adverse situations.

From the company’s perspective, resilience also provides clear benefits:

1. a) committed employees are highly valued within the organization,
2. b) they are considered worthy of investment in terms of training and professional development,
3. c) they can be entrusted with greater responsibilities and leadership roles.

Consequently, although early mobility can promote learning and adaptability, it is important to find a balance that allows professional growth while maintaining a degree of job stability.

2.3. Planning, Organising and Time Management

The work of a professional geologist requires strong management and planning skills, which are key to carrying out both field and laboratory investigations, as well as complex analytical projects. Geologists must also be able to work under pressure due to the need to meet often tight deadlines and stay within the allocated budget. Therefore, effectively managing schedules, budgeting resources, and setting milestones is essential.

Geological work often involves coordinating multiple datasets, integrating spatial and temporal information, and managing logistics in diverse environments. In field studies, planning includes site selection, sampling strategies, risk assessment, and compliance with health, safety, and environmental regulations. Without systematic organization, critical data may be overlooked or collected inconsistently, reducing the reliability of interpretations. Efficient resource management is also necessary, as organizing and executing field campaigns requires mobilizing personnel, equipment, travel, and accommodations, as well as often securing authorizations, permits, and fees.

Beyond fieldwork, geologists must plan the workflow for laboratory analyses, ensuring quality control, reproducibility, and alignment with project objectives. Organizational competence also extends to the integration of geophysical surveys, remote sensing data, and numerical modeling, where data management and version control are essential. These skills are also critical in applied sectors such as natural resource exploration, environmental remediation, and geotechnical engineering, where projects involve interdisciplinary teams, strict timelines, and budgetary constraints.

Professional geologists are frequently involved in long-term projects, such as groundwater monitoring, seismic hazard assessment, or mine development, which require sustained organizational strategies for data archiving, reporting, and communication with the various parties involved. The ability to prioritize tasks, allocate resources efficiently, and anticipate potential obstacles directly affects the technical, scientific, and economic value of geological work. In this sense, planning and organizing are not auxiliary skills, but core professional competencies that enable geologists to translate technical knowledge into effective decision-making and practical solutions in both academic and industrial contexts.

Additionally, unpredictable events may occur, especially related to field campaigns, where working conditions can be unpredictable—problems with machines, permits, etc.—that cause delays, scheduling changes, and inconveniences. The same applies to laboratory tasks, and particularly in complex experiments, where situations may arise that require changes in scheduling. Therefore, it is not enough to simply be a good manager and planner; it is also necessary to be a person who adapts to change. Flexibility and quick decision-making in these situations can lead either to the failure or the success of the project.

These skills are developed and refined through experience, but it is also the responsibility of academia to provide complementary training and techniques to learn how to manage resources effectively. In this regard, the European Federation of Geologists has long recognized this need and offers courses to advance resource management skills, as well as communication, and the management of pressure and stress [14].

2.4. Ethics and Leadership

A key aspect in the practice of the geology profession, as well as in any aspect of life, is having a clear ethical and social conscience. Historically, cases of professional misconduct have been reported, leading to serious problems, such as the well-known Bre-X case [15]. Professional associations periodically receive complaints and reports related to malpractice, irregular conduct, and unprofessional behavior, denounced both by service users and by colleagues in the profession. Other unethical conduct is related to the origin and authorship of works, and particularly nowadays, to the inappropriate use of artificial intelligence to produce technical reports and also scientific articles.

At present, immediacy of results and obtaining maximum benefit at minimum cost are the prevailing values for many people. Thus, the geologists in our work we often encounter certain ethical issues that must be addressed, requiring us to make appropriate decisions. The origin of these ethical problems is diverse and may come from employers, clients, or even members of one’s own team. Acting ethically and honestly is not always valued in the short term, especially if we are under pressure, whether individually or as a team. Nevertheless, the only way to progress professionally and build a long, consolidated career is by holding clear values and adhering to a code of ethics that must be respected without exceptions.

In this regard, the EFG has a code of ethics and conduct [16] which establishes acceptable behaviors and professional attitudes.

2.5. Other Working skills

2.5.1. Driving License

One of the basic requirements for working as a professional geologist is having a driving license. Mobility is a key aspect of the geologist’s work, as fieldwork constitutes a fundamental pillar of the profession, and study or sampling sites are often located far from public transportation networks. Additionally, field sampling typically requires a vehicle to transport samples, which are frequently heavy or bulky (Figura 5). Historical data from the Spanish Directorate General of Traffic (DGT) show that in 2000, 88% of those who passed the car driving test (category B) were aged 18–29, but in 2019 it fell to 68% [17]. This trend is also evident among geology students, with a decreasing proportion holding a driver’s license. This limitation can significantly hinder their integration into the labor market.

2.5.2. Health & Safety

The practice of geology often requires access to industrial sites, construction works, or mines, all of which are subject to strict working regulations and controlled access. Additionally, field and laboratory work inherently involve certain risks (Figure 5). Therefore, it is essential for geologists to possess knowledge of occupational health and safety, as well as an official certification in this area. Typically, personnel performing these tasks are expected to have completed Occupational Risk Prevention (ORP) training. In this context, a preventive resource is defined as a professional or measure aimed at identifying, assessing, and minimizing occupational risks, ensuring worker safety and regulatory compliance. In Spain, this is regulated under Law 31/1995 on Occupational Risk Prevention, which mandates the implementation of preventive measures and the designation of safety officers according to the specific risks of each activity.

Consequently, a high level of training in health and safety is increasingly required. In Spain, this usually involves at least 40 hours of training to obtain a preventive resource certification. Geologists seeking to join a company are more likely to access positions if they already hold this prior training.

---

---

2.5.3. Elective Credits at Universities and Professional Training

Universities have long offered elective or recognized credits as part of degree programs. These often correspond to courses from other disciplines but can also include activities that are not strictly academic. In this regard, it would be highly beneficial for Faculties of Geology to establish agreements with professional health & safety training organizations and driving schools to facilitate access to these essential skills for the geologist profession.

At the same time, national associations of professional geologists should also be able to offer agreements and courses under advantageous conditions in order to address these gaps and facilitate the integration of young geologists into the labor market.

3. Key Technical Non-Geological Competences

3.1. Remote communication tools

Virtual collaboration tools, such as Zoom and MS Teams, along with digital file-sharing platforms, have become central, especially since the pandemic. These tools have enabled new possibilities, notably remote work. While working from a remote location offers many advantages, it also presents certain drawbacks. One of the main disadvantages of reduced in-person interaction is the limited opportunity for team members to share ideas. Organizing schedules and meeting task deadlines can also be more challenging in this context.

At the same time, teleworking has allowed for greater flexibility in how work is conducted. The availability of remote communication systems — particularly mobile phones, which now provide coverage over nearly 100% of the territory — ensures accessibility and technical support to resolve issues that may arise during field campaigns. However, this easy access to more experienced sources of information can sometimes reduce decision-making autonomy, particularly among young geologists.

Therefore, the use of remote communication tools is highly advantageous for professional development. At the same time, their use must be carefully managed to ensure effective teamwork, sound decision-making, and, simultaneously maintain the autonomy and self-directed development.

3.2. Software Proficiency and Critical Thinking

Modern geologists, beyond GIS, need skills in data analysis tools, programming (e.g., Python or R), digital reporting platforms, and even machine learning frameworks. Currently, this is one of the strengths of the new generations, who are used to working with specialized platforms and software. This represents a clear advantage for “digital natives” compared with senior geologists who, although they can learn to use new programs, often lack the same agility to adapt.

On the other hand, software and digital tools are evolving very rapidly, introducing an ever-growing range of options and possibilities for computation and modelling. However, a key issue associated with the use of complex programs and modelling tools is that they almost always produce a result — a graphical and/or numerical output. Such results are highly dependent on the parameters entered. In this sense, it is essential to maintain a well-developed critical mindset. The current culture of immediacy, together with the pressure to obtain results in the very short term, further reinforces the need for careful interpretation and critical evaluation of modelling outputs.

---

---

3.3. Modeling and Quantification: Physics and Mathematics

Increasingly, knowledge of physics and mathematics has become essential for constructing models and quantifying processes, making it a fundamental requirement for professional geologists. The need to develop predictive models—for example, in geological risk assessments, quantification of natural resources, or determination of ground behavior in geological engineering projects—requires a solid foundation in these disciplines. Additionally, geologists must collaborate daily with other technical specialists in project development, while society demands accurate, verifiable, and comparable data.

Although geologists possess a strong understanding of the terrain and high levels of abstract reasoning, historical evidence has shown challenges in modeling and quantification. Today, with remote monitoring systems and satellite data analysis, extremely large volumes of information are generated, necessitating advanced quantitative skills.

According to the “Vision & Change” report (AGI), employers explicitly highlight data analysis, large-volume information processing, and modeling capabilities as key competencies[18]. While nearly 70% of programs include statistics, fewer than 40% offer spatial statistics, indicating a training gap in advanced quantitative competencies. Furthermore, the AGI Data Brief 2022-008 [19] emphasizes that among the most valued technical skills for professionals and employers are visualization and mapping tools, database management, and, more generally, data analysis and digital workflow management.

In summary, mastery of mathematics and physics, combined with advanced quantitative skills and digital competencies, is essential for the professional success of the modern geologist. In this context, having critical thinking skills is a key ability when evaluating the validity of the results obtained (Figure 6).

3.4. Artificial intelligence

Artificial intelligence (AI) is increasingly transforming professional geology by enabling more efficient data analysis, predictive modeling, and decision-making. Geologists can leverage AI algorithms to process large datasets, identify patterns in geospatial or geochemical information, and generate high-resolution predictive models for resource exploration, environmental assessment, and hazard mapping. This enhances productivity, reduces human error, and allows geologists to focus on higher-level interpretation and problem-solving.

Generation Z, as digital natives, stands out as the generation most accustomed to incorporating AI into their daily work. In fact, Spain ranks third globally in the percentage of young people using AI to solve work-related problems (64%), behind only India (83%) and Brazil (74%). At the opposite end, Japan records the lowest usage rate at 42%, compared to a global average of 55%, highlighting the uneven adoption of these technologies across different markets. This intensive use of technology also influences the way Generation Z approaches learning, as most expect their workplace learning experiences to reflect the methods and techniques they have become accustomed to in school and in their personal lives.

However, the use of AI also presents challenges. Overreliance on automated systems can reduce critical thinking and decision-making autonomy, particularly for early-career geologists. Models and algorithms are only as accurate as the data and assumptions on which they are based, and misinterpretation of AI outputs can lead to significant errors. Additionally, integrating AI into workflows requires continuous learning and technical training, which can be a barrier for professionals less familiar with advanced computational tools.

In summary, AI offers powerful advantages for modern geologists, but its effective use depends on combining technological proficiency with critical evaluation and domain expertise. Once again, the ability to think critically is essential when assessing the validity of the results obtained.

4. Discussion: Why These Skills Matter and how to deal with

4.1. The Work of the Geologist and How Society Sees Us

The work of a modern geologist increasingly requires the use of complex instruments and techniques to obtain data in the field and the laboratory. This data must then be processed and interpreted to produce models that explain observations. Numerical modeling, advanced software, and large datasets are now central to geoscientific practice. Therefore, geologists must be able to understand and interpret geological processes both abstractly and quantitatively. Critical thinking is a key skill that every geologist must develop.

At the same time, geology remains a fundamentally descriptive and interpretative science. The ability to accurately describe what we observe — in the traditional, hands-on sense — remains a critical skill that every geologist must develop. Universities, with their strong emphasis on fieldwork, play a central role in fostering these abilities. The capacity to describe problems in a global and holistic manner is one of the geologist’s strengths when addressing engineering and environmental issues and should be preserved as a core competency.

Despite these advances, society still often perceives geologists as primarily descriptive scientists whose work relies mainly on visual and field observations. The technical and numerical aspects of their work are frequently undervalued, which diminishes the profession’s perceived contribution compared with others, such as physicists, chemists, or engineers, where modeling is a central tool.

4.2. The Importance of Having Non-Geological Skills

The acquisition of skills beyond academic knowledge is essential for geologists to develop professionally and succeed in their career. Being a recognized professional also allows for greater social recognition and improved working conditions.

As discussed, the ability to manage time, schedules, and field campaigns, as well as to communicate effectively both in writing and orally, is crucial. Additionally, proficiency in laboratory management, handling large datasets, and performing interpretation and modeling of results is increasingly important in modern geoscience. On the other hand, having self-learning and self-development skills, combined with a strong capacity for critical thinking, makes a significant difference in professional development and the ability to tackle complex geological problems.

Therefore, it is necessary to complete non-geological competencies in a deliberate way. These non-geological skills fill the gaps left by traditional geological training, turning field knowledge into actionable insights. Educational programs and professional bodies (e.g., EFG) increasingly recognize this integration of skills as essential for career advancement. Engaging in Continuing Professional Development (CPD) ensures that skills remain up to date, as highlighted in the EurGeol framework.

4.3. Postgraduate Education and Continuing Professional Development

A significant proportion of students in Catalonia (57.0%) choose to enroll in a master’s or postgraduate program, often progressing directly from a bachelor’s degree without prior work experience in the sector. Despite this additional training, surveys indicate that holding a master’s degree increases the likelihood of obtaining a permanent position but does not necessarily result in higher salaries compared with recent graduates. In fact, according to AQU [7], only 23% of organizations require a master’s degree for hiring recent graduates, and practically none require a doctorate. This limited improvement in employment conditions appears largely due to the lack of prior professional experience.

The recommended strategy proposed is to seek employment after completing a bachelor’s degree and pursue a master’s later, depending on job requirements and personal skills. Despite the idea of this gap between studies could discourage students from studying, who are then unable to readjust to the academic system, from our perspective this approach offers several advantages:

a) Work experience informs the selection of the most suitable postgraduate program for professional development.

b) Prior work experience allows more effective use of educational resources, as students are likely to have encountered similar situations in the workplace.

Targeted, job-relevant training may also facilitate partial or full funding from employers. Completing a master’s degree can enhance workplace efficiency, potentially translating into greater responsibility and improved economic conditions. However, finding a program with suitable content and schedules compatible with professional commitments can be challenging. While many universities—particularly in Catalonia and Spain—have a strong focus on research as a core part of their mission, this emphasis can sometimes limit attention to their role in preparing professionals for the labor market [7]. That said, academic missions vary across institutions, and many are increasingly working to bridge this gap. In this context, carefully designed programs and flexible schedules that support professional development are essential. The recent introduction of micro-credits may provide an effective solution.

Continuous professional training, particularly through specialized courses, is another alternative. Such programs allow employees to develop professionally, consolidate their positions, and increase engagement for both the worker and the employer, ultimately resulting in improved salaries and working conditions.

5. Conclusions

The aim of this article is to outline the key non-geological competencies, both personal and technical, that are essential for geologists seeking to succeed in academia, industry, and the public sector. Employers systematically emphasize several of these key competencies, which are discussed in the paper.

The professional practice of geology requires strong and comprehensive technical expertise. However, developing non-geological skills, such as written and oral communication, project and time management, as well as other technical abilities like software proficiency, numerical modelling, and the use of artificial intelligence, is fundamental for modern geologists, especially for young geoscientists who want to build a successful career. Moreover, career development must clearly have a sense and application of an ethical code.

Among all these competencies, we highlight one as particularly crucial: critical thinking, which is essential for evaluating the quality of results. The use of digital tools, numerical models, and especially artificial intelligence requires critical thinking. However, this ability is closely linked to a certain level of experience. For this reason, it is important to foster resilience and continuity within a company.

In any case, maintaining resilience and a commitment to long-term stability within a company has become increasingly challenging today, particularly among young geologists. The main reasons for this are the lack of permanent contracts and low salaries. Current data show that there is a high demand for geologists in the job market, and young professionals are experiencing a situation of near full employment. Nevertheless, the temporary nature of contracts remains significant, and remuneration is often low, especially when compared with that of other technical professionals with whom geologists work closely. This situation leads to high mobility and staff turnover, as many professionals seek better working conditions. Such a lack of stability creates difficulties for both companies and geologists themselves. In fact, frequent job changes can hinder the development of a solid career path, the consolidation of specific skills, and the establishment of a stable professional network within the sector.

Developing geologists who possess complementary non-geological skills that add value to their work and support effective career development should be one of the new pillars to be strengthened. Yet, despite their importance, such skills are rarely taught at universities or academic institutions. Catalan and Spanish universities that teach geology are often too focused on training personnel destined for research. Additionally, students frequently move directly from undergraduate to master’s programs without prior work experience. In our view, this situation reduces the practical benefits that could otherwise be gained from master’s-level training.

In this context, it is essential to promote professional training in these areas through institutions that represent practicing geologists, such as the European Federation of Geologists (EFG) and, in the case of Catalonia, COLGEOCAT, the National Association of Professional Geologists of Catalonia, which is itself a member of the EFG. Both organizations play a central role in supporting the professional development of early-career geologists.

As Catalonia’s principal professional body for geologists, COLGEOCAT offers a comprehensive range of resources and opportunities designed to facilitate the transition from university to the professional sphere and to foster lifelong career development. The association regularly organizes training activities—including courses, workshops, and seminars—that address both technical and transferable skills such as communication, teamwork, and project management. These programs are continuously adapted to meet the evolving demands of the geoscience sector and help early-career geologists remain aligned with current industry standards and best practices. In addition, COLGEOCAT provides valuable networking opportunities through conferences, professional events, and field excursions, allowing junior geologists to engage with experienced professionals, potential employers, and peers. Such interactions promote knowledge exchange and can open pathways to new professional opportunities. Mentoring initiatives, such as the Projecta’t program, pair junior geologists with experienced members who offer guidance, support, and advice on both technical and interpersonal skills. Furthermore, COLGEOCAT grants access to specialized publications, technical guidelines, and a dedicated job board, all of which constitute essential tools for continuous learning and career advancement.

Finally, both the EFG and COLGEOCAT uphold ethical standards and promote best practices within the profession while representing the interests of geologists at regional and European levels. In summary, professional associations such as the EFG and COLGEOCAT serve as vital institutional pillars, equipping early-career geologists with the resources, expertise, and networks required to achieve sustainable professional success.

---

References

1. Agència per la Qualitat del Sistema Universitari a Catalunya AQU. https://estudis.aqu.cat/ (accessed 30^th September 2025)
2. Lastras, G., Domènech, C., Martínez-Granado, P., Bover, T., Cabrera, L. Sobre l’actualització del grau de Geologia i la seva adaptació al RD 822/2021. Informe de la comissió de treball. Facultat de Ciències de la Terra, 78 pp. https://hdl.handle.net/2445/217132 2024
3. Universitat de Barcelona. (2023). Enquesta de satisfacció dels titulats recents de graus Graduats 2021-2022. Recuperat de https://www.ub.edu/gtr/pdf/GLOBAL_GRAUS_2022.pdf (accessed 30^th September 2025)
4. Fundación Conocimiento y Desarrollo. Informe CYD 2024. ISBN: 978-84-09-66453-5 https://www.fundacioncyd.org/wp-content/uploads/2024/12/Indice-e-introduccion_ICYD2024.pdf (accessed 30^th September 2025)
5. American Geosciences Institute (AGI). Vision & Change in the Geosciences—The Future of Undergraduate Geoscience Education. American Geosciences Institute. 2014
6. S. Bureau of Labor Statistics. Occupational Outlook Handbook. https://www.bls.gov/ooh/life-physical-and-social-science/geoscientists.htm 2025
7. Agència per a la Qualitat del Sistema Universitari de Catalunya. Opinió dels Ocupadors Sobre la Formació Universitària. https://www.aqu.cat/ca/Estudis/Difusio/Publicacions/Cercador-de-publicacions/Opinio-dels-ocupadors-sobre-la-formacio-universitaria-2025 2025 (accessed 30^th September 2025)
8. Claves laborales de la generación ZX. Visión a futuro y dinamismo. https://www.randstad.es/contenidos360/estudios-e-informes/generacion-z/ 2025 (accessed 30^th September 2025)
9. Ministerio de Trabajo y Economía Social. Generación Z y la ‘Generación de Cristal’: Retos y Oportunidades en el Mercado de Trabajo. https://www.sepe.es/HomeSepe/que-es-observatorio/Hipatia/cuadernos-mercado-trabajo/revista-cuadernos-mercado-traba-jo/detalle-articulo.html?detail=/revista/Din-micas-de-las-empresas-en-t-rminos-de-empleo/generacionzylageneraciondecristalretosyoportunidadesenelmercadodetrabajo 2025 (accessed 30^th September 2025)
10. Houlton, H.R. Geoscience Career Master’s Preparation Survey Report. American Geosciences Institute. Workforce Program. ISBN-13: 978-1517158019. https://www.americangeosciences.org/static/files/profession/GeosciCareerMaPS_Report_OnlinePDF_090215.pdf 2015 (accessed 30^th September 2025)
11. Wilson, C. E. Status of the geoscience workforce. American Geosciences Institute. 2016
12. Wolfe, B. A., Riggs, E. M., & Pyle, E. J. (2023). A systematic analysis of U.S. geoscience job advertisements: What skills and knowledge are employers seeking? Geosphere, 19(6), 1540–1555. https://doi.org/10.1130/GES02562.1
13. Generalitat de Catalunya. 2023. Enquesta d’usos lingüístics de la població 2023 https://llengua.gencat.cat/ca/serveis/dades_i_estudis/dades/enquesta-eulp/ (accessed 30^th September 2025)
14. European Federation of Geologists. 2025. Empowering Momentum Pillars at the EFG Academy. https://eurgeoltitle.eu/general/custom.asp?page=Pillars (accessed 30^th September 2025)
15. Wells, J. BRE-X: The Inside Story of the World’s Biggest Mining Scam. Orion Business. 1998.
16. European Federation of Geologists. EFG Code of Ethics (C1).. Available online: https://eurogeologists.eu/wp-content/uploads/2025/05/EFG_Regulation-C1_V11_27.5.25_FINAL.pdf 2025 (accessed 30^th September 2025).
17. Direcció General de Tráfico. Ministerio de Interior. 2021. Tráfico y Seguridad Vial. https://revista.dgt.es/es/reportajes/2021/12DICIEMBRE/1214-Jovenes-PermisoConducir.shtml (accessed 30^th September 2025)
18. Sharon Mosher, Jeffrey Ryan, and Christopher Keane 2023 Vision and Change in the Geosciences Shaping the Future of Graduate Geoscience Education https://graduate.americangeosciences.org/files/visionandchangeGraduate.pdf (accessed 30^th September 2025)
19. American Geosciences Institute (AGI). (2022). Data Brief 2022-008: Competencies and Skills in the Geosciences. American Geosciences Institute. https://www.americangeosciences.org/static/files/profession/geoscience-currents/DB-2022-008-SkillsImportance-Jun2022.pdf (accessed 30^th September 2025)

---

This article has been published in European Geologist journal 61 – 5th IPGC Special Edition 2