Teaching QGIS effectively requires more than good materials: it requires matching learning modalities to the motivations, constraints, and expectations of different learner groups. In this talk, I reflect on two decades of teaching QGIS to university students, professionals, and self‑motivated learners, and I argue that how we teach matters as much as what we teach.

For highly motivated individuals, those who actively seek out GIS skills for their own projects, self‑paced online learning remains the most efficient and impactful modality. These learners benefit from autonomy, the ability to revisit complex topics, and the flexibility to progress at their own rhythm. Structured online courses, supported by LMS platforms such as Moodle with H5P interactivity, allow them to build strong technical foundations with minimal friction.

In university settings, blended learning consistently outperforms traditional lectures. Students watch theory videos at home, then use classroom time for quizzes, discussions, troubleshooting, and guided exercises that they can complete independently afterward. This model increases engagement, reduces cognitive overload, and frees in‑person time for higher‑order learning (analysis, application, and problem‑solving).

For professionals, however, the picture is different. When courses are paid by employers and squeezed between demanding jobs, full in‑person or live‑online formats remain the default. While these modalities often produce lower learning performance compared to self‑paced or blended approaches, they align with expectations of learners, donors, and colleagues. Insights from my work on capacity development show that synchronous formats are frequently preferred not for pedagogical reasons but because they fit existing incentive structures: they are visible, certificate‑friendly, and compatible with organisational habits. Yet these formats are fragile, especially in low‑resource settings, and often lead to low retention, passive participation, and limited long‑term application.

Recognising this gap between performative and sustainable learning helps QGIS trainers design interventions that genuinely strengthen geospatial capacity. Effective training requires autonomy, continuity, and relevance. These conditions are difficult to achieve in long Zoom marathons but flourish in well‑designed self‑paced or blended environments.

The talk includes practical tips for becoming a strong QGIS trainer: designing modular materials, encourage the development of real‑world skills, scaffolding exercises to build confidence, integrating open‑source values into teaching, and cultivating a classroom culture where experimentation and failure are part of the learning journey.

Ultimately, effective QGIS teaching is not one-size-fits-all. It is a craft that adapts to context, respects learner diversity, and embraces the strengths of open-source communities.