## 1 Introduction  
The rapid advancement of technology has driven progress in various sectors of society, but it has also exacerbated environmental issues. As early as 1972, the United Nations Conference on the Human Environment underscored the importance of environmental protection [1,2], and in 2015, the UN introduced 17 Sustainable Development Goals (SDGs) to address global environmental challenges [3].  
The unprecedented impact of the COVID-19 pandemic on global education systems has posed significant challenges to countries worldwide [4]. However, this crisis has also sparked opportunities for innovation in education, accelerating the rise in virtual technologies. Particularly, the concept of the metaverse, promoted by Meta, which integrates mixed reality with virtual worlds, has revealed new possibilities for future educational technologies [5]. Virtual reality (VR) offers immersive learning experiences in a safe environment, enabling students to engage more deeply in the learning process [6,7]. The application of VR in education represents a significant leap, not only replacing traditional teaching methods but also advancing interactive learning models [8]. Incorporating VR technology into art curricula in technical high schools overcomes spatial and equipment limitations, reduces resource consumption, and provides learners with diverse virtual scenarios to address problems more flexibly.  
Modern educational philosophies emphasize learner-centered approaches, where students actively construct knowledge and learn to solve problems through real or simulated environments [9]. This study designs an art curriculum that integrates VR technology, supported by scaffolding theory and the Creative Problem-Solving (CPS) model, and aligns with the educational philosophy of \"initiative\", \"interaction\", and \"shared good\", as outlined in the 108 Curriculum Guidelines [10]. By incorporating public art and environmental issues, the curriculum employs a tiered framework with three units, allowing students to explore and experience environmental issues in a virtual reality setting and create art under teacher guidance. Peer collaboration among students not only enhances cooperative learning but also promotes creative thinking, teamwork, and communication skills. The curriculum design is illustrated in Figure 1.  
This study investigates the impact of integrating Virtual Reality (VR) teaching strategies with scaffolding theory and the Creative Problem Solving (CPS) model on students' learning outcomes, aiming to enhance student engagement and educational effectiveness.  
Figure 1: Virtual reality-integrated art curriculum design.  
A public art curriculum tailored for vocational high school students was developed, combining environmental issues with public art to foster knowledge, skills, and attitudes in these domains. The experimental teaching focused on second-year automotive students, exploring the efficacy of a VR-based public art module in art education.  
The research seeks to address the following key questions: How does VR influence students' learning outcomes in public art and environmental literacy compared to traditional methods? How does it enhance aesthetic composition, spatial abilities, and creative problem-solving? Additionally, can VR improve students' environmental literacy on issues like climate change and sustainable resource use? Through these inquiries, this study aims to validate the effectiveness of VR-based teaching strategies in advancing public art education and environmental literacy, providing innovative insights for future curriculum development and pedagogical approaches in art education.