This study explores how geoscience education can better equip students with both technical and interpersonal skills to address environmental issues while considering community needs. Traditional geospatial training often focuses on analytical tools, but solving real-world problems also requires empathy, perspective-taking, and understanding lived experiences. The study involved redesigning an upper-level GIS course to include community-focused case studies, peer discussions, and hands-on projects that explored environmental justice issues through GIS tools. Surveys before and after the course showed that students initially had limited experience with GIS in community contexts, but by the end, most recognized the importance of empathy and perspective-taking in addressing environmental issues. They also felt more motivated to engage in community-driven projects. Students valued learning about community experiences through direct conversations and peer discussions, but they also found it challenging to apply technical skills to complex social situations. These findings support the idea that geoscience education should foster inclusion and address inequities by developing interpersonal skills. By the end of the presentation, participants will learn how to integrate these skills into their own GIS courses to better connect technical training with social and ecological contexts.