Abstract
Climate change literacy (CCL) demands that learners understand not only the scientific mechanisms of climate change but also its geographic manifestations in landscapes and communities. Geography education is uniquely positioned to develop this literacy, physical and logistical barriers to authentic fieldwork limit access to the real-world evidence that makes climate concepts tangible. This study examines whether VR based agroedutourism content can serve as a scientifically valid medium for developing CCL in geography learning. Using qualitative content analysis with researcher triangulation, the study systematically evaluated the geographic content embedded within a VR agroedutourism environment at Sirah Kencong, Blitar, East Java, across three purposively selected sites: a tea plantation, a waterfall, and a highland settlement. Results show that the VR content is content-valid in portraying three geo-domains relevant to CCL: (1) Climate sensitivity of land use and erosion processes in volcanically-formed terrain; (2) Micro-hydrology and riparian services in buffering against climate change impacts; and (3) Community adaptive capacity in livelihood diversification for SDGs 1, 8, 11, and 12. The architectural structure of the content uses the 'Learning Technology' paradigm. These results make VR-based agro-edutourism a content-valid, accessible, and inclusive platform for CCL development in Geography education.