Managing Innovation in Geoheritage Education: A VR Case Study of Shek O, Hong Kong

This article examines the use of virtual reality (VR) in geoheritage education through the lens of innovation management, focusing on Shek O, a historic fishing village in southeastern Hong Kong with rich geological and cultural heritage. By comparing two groups of primary school students—one using VR alone and another through a blended learning model combining VR with an on-site field trip—the study investigates their impacts on knowledge acquisition, emotional engagement, and conservation attitudes. Findings reveal that while VR enhances accessibility and introduces learners to Shek O’s heritage, combining VR with physical experiences significantly deepens understanding, emotional connections, and commitment to preservation. Drawing on human geography, sociology, and anthropology, the study highlights how blending digital and place-based learning fosters transformative educational outcomes. VR emerges as a scalable tool for expanding access to heritage education, but its limitations in replicating multisensory and social dynamics underscore the value of hybrid approaches. Blended learning models integrating VR and physical experiences are recommended to optimize inclusivity, learning outcomes, and conservation values. These findings provide insights for educators, policymakers, and heritage managers seeking to leverage emerging innovative technologies for sustainable and innovative cultural education strategies.