Abstract:

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. Prototype VFT modules were developed across three content domains—Social Studies, Communication, and Science—to simulate authentic environments including historical landmarks, literature settings, and science museums. The design emphasized accessibility, curriculum alignment, and contextual relevance to Philippine schools. Findings demonstrate that VFTs significantly increase student motivation, engagement, and conceptual understanding, providing equitable alternatives to traditional excursions. However, challenges related to digital infrastructure, teacher training, and equitable access remain critical barriers to large-scale adoption. The study concludes that VFTs can advance inclusive and quality education in alignment with Sustainable Development Goal 4, provided that systemic support and strategic partnerships among educational institutions, government agencies, and technology developers are established. Recommendations are offered for sustainable implementation and further research on long-term learning outcomes and localized content development.

Keywords:

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