Fieldwork plays a pivotal role in geoscience education by providing students with opportunities to explore geological phenomena in authentic and contextualised environments. However, practical constraints – such as limited budgets, accessibility issues, safety concerns, and curricular time pressures – often hinder the regular organisation of outdoor field excursions. In this context, the present study investigates the pedagogical value of Virtual Field Trips (VFT) as an effective and inclusive alternative to traditional field experiences, particularly in fostering students’ conceptual understanding and transversal competences. The educational intervention involved 11th-grade students (n=33) from a Portuguese public secondary school and was structured around a digital learning experience centred on the UNESCO Global Arouca Geopark. The targeted topic was rock deformation, with a focus on faulting, folding, and tectonic stress.

The design followed Nir Orion’s three-phase model for field-based learning, consisting of:
(1) preparatory classroom lessons introducing key geological concepts and fieldwork tools;
(2) a guided VFT using Google Earth and multimedia resources to explore significant geosites within the geopark; and
(3) a synthesis phase aimed at consolidating knowledge and encouraging critical reflection on the learning experience.

A quasi-experimental mixed-methods design was adopted. Cognitive outcomes were assessed through pre- and post-tests, while qualitative data were collected using student-written reflections guided by the snapshot instrument. The results revealed a statistically significant increase in mean test scores, indicating substantial conceptual gains regarding the processes and structures involved in rock deformation. Qualitative analysis further revealed high levels of student engagement and motivation, as well as the ability to describe and interpret geological features accurately. Additionally, the experience supported the development of key 21st-century skills, including spatial reasoning, collaborative problem-solving, and digital literacy. Findings support the integration of VFT into geoscience education, both as a complementary strategy and a standalone alternative, particularly in schools facing logistical or financial barriers to fieldwork. Beyond improving academic performance, VFTs offer scalable, flexible, and pedagogically rich opportunities that link theoretical content with real-world geological contexts, providing a deeper understanding of the subject matter. By bridging the gap between classroom instruction and inquiry-based experiential learning, VFTs emerge as a meaningful innovation in science education. They not only democratise access to high-quality geoscientific experiences but also promote inclusive and engaging ways of fostering a more profound understanding of Earth systems among diverse student populations.

Keywords: Digital Competences, Field-Based Learning, Geoscience Education, Virtual Field Trip.