Scholarly record
VIRTUAL FIELD TRIPS IN GEOSCIENCE EDUCATION: A POST-COVID PEDAGOGICAL INNOVATION
Abstract
The COVID-19 pandemic significantly disrupted traditional higher education practices, particularly in GeoScience disciplines where fieldwork, site observation, and direct environmental interaction are essential components of learning. Travel restrictions, social distancing measures, and limited access to outdoor learning environments accelerated the adoption of digital teaching methods and created strong demand for alternative experiential learning models. Among these, Virtual Field Trips (VFTs) emerged as an innovative pedagogical solution, enabling students to explore geological formations, landscapes, urban systems, environmental processes, and spatial phenomena through digital platforms. As post-COVID education evolves, VFTs are increasingly recognized not only as emergency substitutes but also as long-term complementary tools for modern GeoScience education. This study examines Virtual Field Trips in GeoScience Education as a post-COVID pedagogical innovation, focusing on their role in enhancing accessibility, flexibility, sustainability, and interdisciplinary learning. The research explores how technologies such as Geographic Information Systems (GIS), remote sensing, drones, 360-degree imaging, virtual reality (VR), augmented reality (AR), digital twins, 3D terrain modeling, and interactive simulation platforms support immersive learning experiences. Particular attention is given to disciplines such as geography, geology, environmental science, urban planning, disaster risk management, and climate adaptation, where observation-based learning is fundamental. Using an interdisciplinary methodological framework combining systematic literature review, comparative analysis of university teaching practices, case studies of virtual field laboratories, and evaluation of student learning outcomes, the study identifies best practices and pedagogical models for integrating VFTs into higher education curricula. The analysis also addresses key challenges including digital inequality, technological infrastructure, teacher preparedness, student engagement, authenticity of experience, and the balance between virtual and physical field learning.
Publication details
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