Established on the exact mathematical principles, understanding of radio-wave propagation, and statistical signal processing and information theory, satellite navigation has become an essential cornerstone of modern civilisation, and an indispensable component of the national infrastructure. The increasing number of both navigation and non-navigation applications of the Global Navigations Satellite System (GNSS) utilise its Positioning, Navigation, and Timing (PNT) service for technology and business development, daily operation of technology and socio-economic systems, and improvement of the quality of life. The inherent shortcomings and limitations of GNSS ask for a transition towards the GNSS resilient to natural and artificial detrimental effects, which degrade the GNSS positioning performance. Here a systematic overview of the causes of the GNSS positioning performance degradation is outlined. Recent developments in mathematics and computer science are discussed as fundamental in the GNSS resilience development. Formulation of the Satellite-Positioning-as-a-Service (SPaaS) is outlined, as the new fundamental paradigm for resilient GNSS. Finally, the effects of the SpaaS on the wide range of GNSS applications in science, economy, and society are discussed. The contributions to SPaaS concept and the related developments through the application of statistical learning, mathematical methods and models development, and applications discussed result from the author’s involvement in numerous international strategic, technology, regulatory, standardisation, business, and academic education development and collaboration activities.

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Community Colleges provide a great opportunity to diversify the space sciences or other science, technology, engineering, and math (STEM) fields due to their large population of underrepresented students. However, since the primary mission of community colleges is teaching, there is a challenge to support undergraduate research training and promote undergraduate research opportunities. Undergraduate research experiences are one of the leading high-impact practices (HIPs) to encourage students to pursue STEM majors, graduate degrees, and careers. Space weather provides the opportunity to engage undergraduate students in real-world research due to the accessibility of space mission data sets within open access data repositories. Space weather's impact on Earth's geospace environment, life, and society also provides a compelling real-world hook to engage students in activities that have a number of impacts including (1) long-term integration of space weather into the undergraduate curricula;(2) experience in analyzing large geospace data sets, which increases students' computational, critical thinking, and analytical skills, useful for any career; and (3) increase in students' interest in and motivation to study STEM, as well as preparing them for choosing a career path in space science and related fields. The model presented below has the potential to increase the retention, graduation, and transfer rate of community college students to four-year STEM programs, as well as increase representation and inclusion in space sciences and other related STEM fields.

Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches ICON principles and approaches have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer-learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co-created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non-dominant groups and enable global discussions and collaborations.