<p>Culturally responsive pedagogy aims to reduce educational inequities and close achievement gaps in diverse classrooms by recognizing and valuing students’ cultural backgrounds. With the growing availability of diverse digital educational resources, teachers now have unprecedented opportunities to incorporate culturally responsive digital tools into their lesson design. Yet, there remains limited research on how and why educators engage with these tools. Here, we present findings from our study in Aotearoa NZ exploring how teachers design lesson activities around a place-based culturally responsive virtual field trip resource, “LEARNZ Our Supervolcano” in intermediate and high school settings. This study, which draws on multiple data sources, including lesson plans and semi-structured interviews, involved five teachers from diverse institutional and regional contexts across New Zealand. Our findings reveal that teachers effectively used the virtual field trip as a “generative tool,” enabling them to craft equitable learning experiences rooted in the students’ cultural and geographic contexts. This approach, which was underpinned by essential pedagogical frameworks such as cross-curricular integration, project-based learning, and place-based learning—emerged central to their culturally responsive strategies. Furthermore, the design and enactment of lessons were influenced by a range of factors, demonstrating the complexity of the teaching process.</p>