Geodesign has become an increasingly important framework for integrating analysis, design, and collaboration in higher education across landscape architecture, urban planning, and related design disciplines. This paper examines the evolution of geodesign pedagogy through a comparative analysis of four Studio projects conducted between 2018 and 2025, three in Georgia and one in Iowa (USA). Across these cases, students learned and applied geodesign concepts and practices, using analytical workflows that incorporate Geographic Information Systems (GIS) and web-based collaborative platforms such as Geodesignhub and ESRI’s Geoplanner. A comparative review of these case studies led us to discuss various aspects of the learning process, cross-scale reasoning, design, and collaborative engagement. The analysis identifies both pedagogical opportunities and challenges, including coordination across scales, variations in data readiness, and uneven distributions of technical expertise and access to shared analytical workflows. The paper concludes with implications for future geodesign pedagogy in higher education.