This paper seeks to answer the question: are metaverses an option to improve quality and expand educational attention in a country with high levels of inequality and access to technology such as Honduras?
Literature on metaverses points out that virtual worlds are tools that help students to improve their learning. However, due to the historical situation that this Central American country has experienced, it is quite difficult to compare in the political, economic, and social spheres, but especially in education. The incorporation of digital technology and its use for academic purposes could lead to a significant increase in inequality gaps.
The National Pedagogical University is the public institution responsible for training teachers with innovative scientific, humanistic and technological skills. It has under his direction the CIIE Educational Research and Innovation Center, at the pre-basic, basic and secondary levels. During the Covid 19 pandemic, this was the first public institution that resumed attention to students through the incorporation of traditional virtual education, service in a few months the lag in terms of the use of virtual tools with pedagogical characteristics and didactics.
In this sense, the study begins with a review based on official documentary sources of the situation of educational centers in Honduras in relation to internet access from the post-pandemic reopening, with the aim of reviewing the existence of the conditions for the incorporation of traditional virtual education or virtual meta-education. Subsequently, the case of CIIE is analyzed, as it’s an institution supported by the Pedagogical University with the aim of deepening the quality of education based on experiences with virtual simulators.
