The current pandemic situation has created havoc in the regular workings of many institutions such as those dedicated to teaching and, therefore, the urge for alternatives to traditional face to face teaching has raised.

However, for certain subjects, such as the Earth Sciences, distance teaching approaches could be seen as counterintuitive to the essential foundations of the subject (where empirical information, especially from fieldwork, was paramount for its foundation and growth).

We consider in this work the advantages of remote operations, which could complement, improve and perhaps even replace the traditional approach for Earth Sciences teaching, potentially producing better learning outcomes, even in relation to laboratory and fieldwork, including work concerning studies in locations out of planet Earth.

Additionally, we consider the possible advantages for other professional settings related to this area, such as those concerning terrain characterization for Engineering works, mineral resources and environmental studies, as well as possible support for space missions and stations in other astronomical bodies (where mineral exploration and extraction could be developed and, hence, especially benefit from remote operations).