The retreat of glaciers and changes in the Alpine and Arctic regions have recently attracted more and more public attention. These changes are often cited as compelling evidence of climate change and emphasise the ecological and social importance of these specific areas. Although glaciers serve as an impressive example of climate change, many learners still have limited knowledge and misconceptions about these regions.

From a science education perspective, glaciers offer the opportunity to experimentally investigate a variety of phenomena. These include physico-chemical measurements of glacier ice. Cryoconite, the dark layer on glaciers in summer, is also interesting. It is an example of problems that are exacerbated by climate change. The melting of glaciers and permafrost areas can trigger downstream effects such as acidification or heavy metal accumulation in aquatic systems. In addition, the movement of glacial ice has a significant impact on the landscape and shapes the environment through its passage. From a biological perspective, studies are being conducted on plant species such as Saxifraga paniculata, which have adapted to the karstic environments of some glaciers by releasing calcium carbonate through their leaves. In a broader context, the role of glaciers and ice sheets in the global carbon cycle can also be discussed.

In order to positively influence the ecological awareness of pupils, it would be useful and effective, that they would be able to engage with the landscapes affected by climate change through hands-on activities and directly on site. However, most students do not have the opportunity to visit glaciers and experience these phenomena in person. Although some initiatives offer virtual visits to glaciers, they mainly emphasize geographical aspects and neglect the inclusion of practical experiments.
To address this deficit, educational programmes need to be developed for schools, even in regions far from glaciers, that combine immersive, virtual experiences with hands-on, research-based activities on glacier phenomena.

Starting with a survey of a study on students' prior knowledge and questions on the topic of glaciers in the Alpine and Arctic regions, an approach basing on didactical transformation is presented. This approach includes real phenomena (recorded at on-site explorations with pupils on both an arctic and an alpine glacier), the latest research results and the most modern digital tools like 360° photographs and videos in an virtual learning environment are integrated in order to prepare Alpine and Polar research for school lessons. This can also be used to design a student laboratory that integrates scientific, geographic, and environmental perspectives and experiments on glaciers and offers a virtual glacier experience.

The important objectives of this comprehensive approach are to deepen pupils knowledge about glacier problems, to interest them in current scientific research in this area and to sensitize the learners to questions of sustainability about climate change and greenhouse gases in the atmosphere.

Keywords: Glacier Education, Virtual Learning Environment, Sustainable Development.