Abstract
While experiential learning is central to geography education, field trips in Nigerian secondary schools are frequently constrained by insecurity, cultural barriers, and inadequate funding. As a scalable alternative, Extended Reality (XR)-enabled Virtual Field Trips (VFTs) present a promising solution. Yet, their successful classroom adoption may depend on students' digital literacy and gender-related factors. This study investigated: (i) the digital literacy levels of geography students; (ii) students' perceptions of XR instructional tools (XRITs) for VFTs; (iii) the influence of digital literacy on these perceptions; and (iv) the role of gender in shaping students' perceptions. A quantitative survey design was employed, using a multistage sampling technique to select 420 Senior Secondary III students from across Nigeria's six geopolitical zones. Data were collected through a validated 30-item instrument (Cronbach's α = 0.831) and analyzed using descriptive statistics (mean, standard deviation, and kurtosis) and inferential statistics (linear regression and t-test). The findings revealed that students generally held positive perceptions of XRITs, with no statistically significant gender differences. Students demonstrated moderate digital literacy, with strengths in critical thinking and self-regulation, but showed weaknesses in platform navigation and multimedia interaction. Interestingly, regression analysis showed no significant relationship between digital literacy and students' perceptions of XRITs, suggesting that initial engagement may be more influenced by the novelty and intuitive design of the tools than by digital proficiency. The study concluded that XR holds transformative potential for geography education in Nigeria. However, to realize this potential, systemic barriers must be addressed. It is recommended that XR adoption follow a context-sensitive approach, with coordinated multi-stakeholder investment in digital infrastructure to ensure equitable and sustainable implementation across schools.