<p><b>Abstract </b></p>
<p>While the pedagogical benefits of fieldtrips have long been recognised
our ever increasing understanding of the impacts of flying on climate change is
presenting educators with a poignant dilemma; the many benefits long associated with international
fieldtrips are at odds with the world community’s needs in limiting/halting
climatic change. In response, the
paper presents the concept of a VR-based virtual fieldtrip as an innovative and
carbon-sensitive type of (educational) travel.
The paper not only makes the case for virtual fieldtrips as a meaningful
learning tool but also explores both the virtual fieldtrip’s impact on Greenhouse
Gas emissions and climate change-related learning. On both accounts the initial findings in this
paper are very encouraging. More in-depth
research is now required to not only develop a deeper understanding of the full
breadth of benefits, but also of the diverse weaknesses presented by virtual
fieldtrips and how to negotiate them.</p>
Climate change education: the problem with walking away from disciplines
