VIRTUAL INTERNSHIPS IN TECH CENTERS Laura Gómez Estrada 1 , L. Pietra 2 , S. Randaccio 2 , C. Zoli 2 , V. García Ortuño 3 , R. Navarro Cerveró 3 , P. Carrolaggi 4 , P. Karampelas 5 , J.S. Nunes 6 , C. Solano- Martínez 1 , Luis Gómez-Estrada 1 , J.L. Gómez Ribelles 7 1 Ikasia Technologies SL (SPAIN) 2 Smallcodes SRL (ITALY) 3 Redtree Making Projects Coop.V (SPAIN) 4 Lycee charles et adrien dupuy (FRANCE) 5 1st Epalgematiko Lykeio Kato Achaia (GREECE) 6 Somatica, Materials & Solutions (PORTUGAL) 7 Universitat Politècnica de València, Centre for Biomaterials and Tissue Engineering (SPAIN) Abstract In this communication we present the contents, objectives, and methodology of the “DIGITAL COURSE: ELEARNING SIMULATION ENVIROMENT IN TECH CENTERS”, developed within the framework of the Erasmus Plus Program Project “VIRTUAL INTERNSHIPS IN TECH CENTERS: TRAINING VET STUDENTS WITH OBSTACLES INTO INNOVATIVE DIGITAL METHODS OF REMOTE WORKING AND ELEARNING CREATED FROM COVID-19”. This is a digital course, addressed to vocational education, VET, students, especially those with obstacles. The objective of the course is to train the students in the knowledge and skills required for successful and effective teleworking in technological companies. The participation in virtual internships in the companies involved in the project will complement this initial training course. We expect helping VET students to obtain a competitive curriculum that facilitates their access to the labour market and their social inclusion. All this in order to respond to the terrible situation derived from the COVID19 pandemic, which has shown the importance of teleworking and digital training. The course is based on THE SIMULATION OF WORK LEARNING methodology, a practical work training methodology that has attracted great attention in recent years. To implement it, we present the course in a LEARNING BY DOING application. We place the student in a private e-learning environment that will simulate the scenario of a specific job with specific characteristics, structure, equipment, and available software. In this environment the student must carry out different activities related to the functions that they will have in future virtual internships in the technology company. In this way, when virtual mobility begins, they will already have met the clue points that will facilitate them to take advantage of the internship and be effective for the company. This methodology, based on immersive computer technologies, conceives students as active agents in the development of their knowledge, skills, and professional attitudes through experience. VET students with obstacles will improve their ability to obtain and analyse information, to make decisions, and to work within a team, as well as improving their communication skills and use of technology. Keywords: VET, virtual internships, technology companies. 1 INTRODUCTION The effects of the COVID-19 pandemic have shown the need to carry out changes in the educational field that adapt education to a new post-covid reality. Many of these changes have begun to be urgently carried out directly by teachers and schools themselves to face the closure of schools during the first half of 2020 across Europe. It is thanks to their effort and dedication that progress has been made in the modernization and digitization of education, adapting it to the reality caused by the coronavirus and alleviating in some way the learning delays that students could suffer. However, there has been an educational loss in a large part of the student body. In the case of VET education, the employability situation has worsened with the pandemic and many vocational training students have not been able to carry out internships in companies, having to replace them on many occasions with theoretical studies, thus losing the opportunity to have a first work experience. Likewise, COVID-19 has increased the probability that throughout their professional career they will have to face virtual jobs, in which they rarely attend the company in person. Proceedings of EDULEARN22 Conference 4th-6th July 2022, Palma, Mallorca, Spain ISBN: 978-84-09-42484-9 1931