<![CDATA[Climate change education requires instructional approaches that connect scientific understanding with critical reasoning and environmental awareness. This study developed and evaluated a problem-based learning (PBL) package integrating pre-existing virtual reality videos for Grade X climate change instruction. The package comprised a teaching module, student worksheet, instructional materials, a critical-thinking test, and a climate change awareness questionnaire. Using a Research and Development approach, the package was evaluated for validity, practicality, and effectiveness. Four validators assessed content and construct validity, while two observers evaluated classroom implementation and student activity. Forty students participated in the classroom trial, with 20 assigned to the experimental group and 20 to the control group. Critical thinking was measured before and after instruction in both groups, whereas climate change awareness was assessed only in the experimental group. The learning tools achieved overall content and construct validity means of 3.528 and 3.568, respectively, and classroom implementation and student activity were rated good, with overall means of 3.700 and 3.800. Critical-thinking scores in the experimental group increased from 1.608 to 3.725, compared with 1.583 to 1.808 in the control group. A significant Group × Time interaction was found, F(1, 38) = 780.120, p < .001, partial η² = .954. Climate change awareness increased from 2.070 to 3.925, with a moderate normalized gain of 0.632 and a significant time effect, F(1, 19) = 2698.843, p < .001, partial η² = .993. The findings support the pedagogical potential of integrating existing virtual reality videos within a structured PBL learning package for schools.]]>
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