Asian Journal of Geological Research

Geoscience Education is the formal academic study of the Earth’s physical features, systems, processes, and its history influenced by both natural and human-caused events. In Nigeria, geoscience education has evolved from its mid-twentieth-century purpose of developing professionals for the oil and gas sector to addressing contemporary environmental challenges and diversifying into sub-disciplines such as Medical Geology. This evolution necessitates the integration of instructional technology to enhance teaching and learning experiences. This paper focuses on the application of instructional technology, particularly virtual field trips (VFTs), as a complementary tool in geoscience education. It highlights the challenges faced by Nigerian universities, including students’ limited exposure to geology and the abstract perception of geosciences. VFTs are an instructional technology that gained prominence globally during the COVID-19 pandemic. The paper outlines how VFTs can be adapted for teaching in Nigerian universities, especially in areas where physical fieldwork is not feasible. It underscores the need for this transition from traditional methods to virtual implementations to improve educational outcomes. Recommendations for maximizing virtual experiential learning through intergovernmental partnerships and international collaborations are presented to improve educational outcomes for all stakeholders involved.