Crafting Glacial Narratives: Virtual Exploration of Alpine Glacial and Periglacial Features in Preston Park, Glacier National Park, Montana, USA

Abstract

Virtual learning environments (VLEs) in physical geography education offer significant potential to aid students in acquiring the essential skills for the environmental interpretation of glacial and periglacial environments for geoscience careers. Simulated real-world field experiences aim to help the student evaluate landscapes for natural hazards, assess their intensity, and translate and communicate this information to various stakeholders in human systems. The TREE-PG framework and VRUI model provide a philosophical and practical foundation for VLE architects, aiming to cultivate students’ knowledge, skills, and identity as geoscientists, specifically as physical geographers and geomorphologists. These frameworks emphasize the importance of translating scientific knowledge from physical features into engaging, accessible online lessons, exemplified by landscapes like those in Glacier National Park, Montana. Open-source software and open educational resources (OERs) can broaden access and incorporate diverse perspectives in these experiences, which are necessary to address the impacts of vulnerable communities to global deglaciation. Designing and creating virtual proxies of field-based education may help address issues associated with inclusion and belonging within geoscience disciplines to connect all students with dynamic physical environments beyond the classroom. Ethical AI approaches and discipline-specific repositories are needed to ensure high-quality, contextually accurate VLEs. AI’s tendency to produce output necessitates using domain-specific guardrails to maintain relevance and precision in virtual educational content.