<![CDATA[The low environmental and digital literacy levels of Indonesian students, as well as the suboptimal integration of local potentials such as Lombok educational tourism into science learning, are the main backgrounds of this research. This study aims to explore the potential of integrating the Contextual Inquiry Learning model with Virtual Reality (VR)-assisted educational tourism in order to improve environmental and digital literacy in junior high school students. The method used is a systematic literature study with bibliometric analysis of 1,000 Google Scholar indexed documents for the period 2010-2025. Data collection techniques were carried out through the Dimensions.ai and Google Scholar databases using Publish or Perish software, with document selection following PRISMA guidelines. Data analysis techniques include bibliometric analysis assisted by VOSviewer to visualize trends, networks, and keyword density, as well as content analysis to identify key themes. The results show that publication trends on this topic fluctuate with a significant spike in 2021 (5,411 publications), dominated by publications in the form of book chapters (18,831 publications). The primary research sources come from the fields of education, psychology, and information technology. The keywords with the highest density include "students," "learning," "inquiry," and "education," while "metacognition" and "general models" have high relevance. Network visualization reveals six main clusters emphasizing technology integration, problem-based approaches, collaboration, and the development of critical thinking skills. The discussion confirms that the integration of educational tourism, STEAM approaches, and VR can create immersive and contextual learning experiences that strengthen conceptual understanding while building ecological awareness and digital competencies. The conclusion of this study is that the Contextual Inquiry Learning model integrated with VR-assisted educational tourism has a significant impact on improving students' environmental and digital literacy. Consequently, this study provides a foundation for the development of a more innovative, relevant, and locally-based science curriculum, and encourages the need for teacher training in integrating VR technology and contextual inquiry approaches into 21st-century learning.]]>
Copyrights © 2026
