Enhancing spatial orientation and map-reading skills is a cornerstone of geography education, yet the comparative efficacy of physical versus virtual reality learning environments (VRLEs) remains a subject of ongoing debate. This study evaluates the development of navigational competencies through a counterbalanced crossover experimental design involving 20 geography and geography teacher major students. Participants performed standardized spatial tasks, including bearing calculation and distance estimation, in both the volcanic landscape of the Tapolca Basin, Hungary, and its smartphone-based 360-degree virtual reality (VR) counterpart. To assess longitudinal retention and cross-modal transfer, a three-month interval was maintained between the two learning phases, supported by a robust pre-test/post-test framework. Results indicate that while both environments are susceptible to spatial distortions driven by the visual dominance of physiographic landmarks, VR-based training effectively scaffolds the cognitive frameworks required for real-world navigation. The findings confirm that spatial mental models acquired in a virtual setting possess significant cognitive resilience, as navigational accuracy was maintained over the three-month interval. In conclusion, this research justifies a hybrid pedagogical approach, where immersive digital simulations serve as a preparatory tool for physical fieldwork. The synergy of both modalities is essential for cultivating the resilient spatial intelligence required for professional geographic practice.