Schott, C.2017-10-152022-07-112017-10-152022-07-1120172017https://ir.wgtn.ac.nz/handle/123456789/20279While 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.pdfen-NZhttps://www.elsevier.com/about/our-business/policies/sharingtourism education, virtual fieldtrips, climate change, Fiji, experiential learning, digital immersionTexthttp://www.sciencedirect.com/science/journal/14738376?sdc=1