The growing recognition of virtual field trips (VFTs) to support classrooms has led to increasing use of these tools in science classrooms. In Aotearoa New Zealand, the Ministry of Education has underscored the need for educational experiences that are inclusive of Indigenous Maori worldviews. Here, we present the potential of the LEARNZ(1) natural hazards "Our Supervolcano" VFT to support bicultural(2) learning spaces. The resource was filmed in 2019 to promote learning about natural hazards specifically volcanoes around Lake Taupe) in Aotearoa. Drawing understandings from Matauranga Maori(3) and Western science, this resource can support a bicultural approach to classroom science learning. The VFT videos are powerful storytelling tools where students can identify potential career pathways around science and its link with culture in the context of the landscape. We describe the main features of the VFT designed for use concurrently with the filming. We additionally highlight its potential as an archived (historical) resource that maybe re-used at any time to support primary and secondary classrooms that want to emphasize cross-cultural aspects of science or learn about volcanic hazards using geology and cultural narratives.

In 2019, the Earthquake Commission (EQC) New Zealand with a stake to raise awareness of natural disasters and their impacts, commissioned the LEARNZ1 Our Supervolcanoes virtual field trip (VFT) to teach about volcanoes around Lake Taupō in Aotearoa New Zealand. The involvement of kaupapa Māori researchers in the project facilitated an authentic opportunity to develop bicultural educational resources. We share insights from this collaboration that can inform the engagement process with local iwi. The key findings from this study can support teachers, researchers, and scientists willing to collaborate in culturally appropriate ways when engaging with local iwi leaders for the development of bicultural educational resources through an authentic partnership approach. These findings can serve as good practices when engaging with the local iwi for development of bicultural educational resources.