There is accelerated demand for innovative, accessible learning modalities that address long-standing gaps in experiential education, particularly in developing countries like the Philippines. Field trips, traditionally essential for enriching classroom instruction, remain inaccessible to many students due to geographic, financial, and logistical barriers. This study explores the potential of Virtual Field Trips (VFTs) as a scalable, technology-driven alternative to enhance learning engagement and accessibility in Philippine education. Using a mixed-methods approach, the research involved surveys with students and teachers, focus group discussions with education stakeholders, and prototype demonstrations of VFTs covering social science, comunications, and cultural content. Results indicate that VFTs significantly improve student engagement, conceptual understanding, and access to otherwise unreachable learning experiences. However, infrastructure limitations, digital divide issues, and the need for teacher capacity-building remain critical challenges. The study recommends strategic partnerships between educational institutions, technology providers, and policymakers to support the equitable implementation of VFTs, particularly in underserved regions. The findings contribute to the global discourse on leveraging immersive technologies to advance inclusive, quality education in line with Sustainable Development Goal 4.

Keywords: Virtual Field Trips, Immersive Learning, Educational Technology, Equity in Education.