<< Background >>The TRiPGiFT project was initiated to address challenges such as social distancing during the COVID-19 pandemic, as well as other barriers like weather conditions, financial difficulties, and limited accessibility. These obstacles hindered traditional on-site field visits in the geoscience fields of geology and climatology. To overcome these challenges, Virtual Field Trips (VFTs) were introduced, leveraging the latest educational technologies and STEAM-based approaches. These VFTs were designed to provide an interactive and engaging experience, allowing students to explore geological and climatological phenomena remotely. The project aimed to promote inquiry-based learning, foster critical thinking, and enhance transversal competencies in the context of geoscience education. Through this innovative approach, secondary school students were able to engage with real-world geoscience topics, improving their understanding of earth processes and climate dynamics.<< Objectives >>The TRiPGiFT project was initiated to address challenges such as social distancing during the COVID-19 pandemic, as well as other barriers like weather conditions, financial difficulties, and limited accessibility. These obstacles hindered traditional on-site field visits in the geoscience fields of geology and climatology. To overcome these challenges, Virtual Field Trips (VFTs) were introduced, leveraging the latest educational technologies and STEAM-based approaches. These VFTs were designed to provide an interactive and engaging experience, allowing students to explore geological and climatological phenomena remotely. The project aimed to promote inquiry-based learning, foster critical thinking, and enhance transversal competencies in the context of geoscience education. Through this innovative approach, secondary school students were able to engage with real-world geoscience topics, improving their understanding of earth processes and climate dynamics.<< Implementation >>TRiPGiFT developed VFTs using AR/VR for geoscience education, training materials and support teacher professional development. Promoted partnership, digital tools, organized multiplier events, enhancing environmental awareness and inclusivity.<< Results >>Developed competence profiles, best practices, educational scenarios, methodologies, and internationalization strategies; published three papers on methodology and scenarios, AR/VR platforms, and students' literacy on weather-related hazards.