<p>With the rapid advancement of virtual technologies, virtual field trip (VFT) has attracted increasing attention as an innovative pedagogical approach in contemporary education. However, empirical evidence on their effectiveness in promoting students’ competency development—particularly in the area of social-emotional competency (SEC)—remains scarce. To address this issue, this study employed a combination of self-report questionnaires and eye-tracking technology, using emotional scores and eye-movement data to investigate the effects of emotional engagement and cognitive engagement on students’ SEC in VFT, as well as the underlying mechanisms. 91 high school students participated, split between virtual field trip group (VFT group) and traditional classroom teaching group (TCT group). Data were collected through self-report questionnaires and eye-tracking indicators. The results indicate that students in the VFT group demonstrated significantly higher levels of positive affect, fixation duration, blink rate, and overall SEC scores compared to those in the TCT group. Correlation analysis further demonstrates significant positive relationships among emotional engagement, cognitive engagement, and SEC during the VFT. Regression analysis reveals that these emotional and cognitive factors collectively accounted for 72% of the variance in SEC scores. Notably, indicators such as interest, enthusiasm, fixation, and blink rate are positively associated with the development of students’ competency. These findings offer empirical support for the integration of VFT into educational practice, highlighting its potential in promoting the comprehensive development of students.</p>