Speaker
Description
Rufa'i, S. A.
Kano State College of Education and Preliminary Studies
shafiuarwudil@gmail.com
Track: Digital Transformation in Higher Education
By
Shafi`u Ahmad Rufa’i and Kamalu A. Dandago
Department of Geology, School of Science
Kano State College of Education and Preliminary Studies
E-mail: shafiuarwudil@gmail.com
Phone: +2348065726819
Abstract
Geological field education plays a crucial role in developing students' observational, analytical, and interpretive skills. However, challenges such as financial constraints, safety concerns, environmental restrictions, and limited access to field sites have encouraged higher education institutions to adopt digital approaches to field-based learning. This study examines the role of Virtual Field Trips (VFTs) and geospatial technologies in enhancing geological field education and supporting the digital transformation of higher education. A mixed-methods approach was employed, involving surveys, interviews, and learning assessments among geology students and instructors. The study evaluated the use of digital tools such as Geographic Information Systems (GIS), remote sensing applications, digital elevation models, and interactive three-dimensional geological visualizations in teaching and learning. Quantitative and qualitative data were analyzed to assess the educational effectiveness of these technologies. The findings indicate that VFTs and geospatial technologies enhance students' understanding of geological concepts, improve spatial reasoning skills, and strengthen their ability to interpret geological structures and landscapes. The technologies also increase access to diverse geological environments while reducing the costs and logistical challenges associated with traditional field excursions. Participants reported greater engagement, flexibility, and readiness to use digital tools in professional geoscience practice. However, challenges related to inadequate technological infrastructure, limited digital competencies, and reduced opportunities for hands-on field experience remain significant concerns. The study concludes that virtual field trips and geospatial technologies are valuable complements to conventional fieldwork. Their integration into geology curricula can improve learning outcomes, expand educational access, and better prepare students for the demands of a digitally driven geoscience profession. Hybrid learning models combining physical and virtual field experiences are therefore recommended.
Keywords: Digital Transformation, Geological Field Education, Virtual Field Trips, GIS, Remote Sensing, Higher Education.