## 1 Introduction  
In early 2020, the emerging COVID-19 respiratory virus stroke the world caused a complete shutdown of educational institutions in the affected countries. Educational institutions such as universities had to create new academic strategies and adapt their current educational models to meet the local government's social and health objectives, to diminish future challenges for the academic community from a health care perspective. This meant that the mission and vision of such educational institutions had to be remodeled and adapted to ensure a safe environment for their academic community; moreover, academic and educational models had to be modified as well to be congruent with the respective recommendations by the local health authorities. The affected countries established new social and health requirement norms to more efficiently control and manage the spread of the disease; universities were forced to migrate onto digital platforms to continue with the ongoing courses offered to their student communities during the first semester of 2020 [1]. Lectures suffered very little in the virtualization process, since most of the content was already available as a digital version. However, some courses in the engineering and science faculties demand the use of laboratories and special hardware or software to reassure students' theoretical knowledge in an on-site, hands-on learning experience. These types of lectures cannot be transformed into online courses without compromising the advantages of hands-on teaching within a laboratory facility. For electrical engineering programs, laboratory experience is a key factor to reinforce the abstract concepts learned in a theoretical course [2]. Virtual Laboratory Setups (VLS) are a viable solution to the problems that occurred due to the suspension of on-site activities in universities. VLS provides the student with the advantages of a laboratory course during quarantine or isolating circumstances, since these can be accessed remotely from any location with a stable internet connection [3]; this characteristic is suitable for university communities with foreign students, giving them access to laboratory sessions despite their being in a remote location. This specifically applies to new educational models that offer a hybrid course option, meaning that students can choose between online, on-site, or both lecture formats for their academic courses, such as the _hyfllex plus Tec_ model developed by Tecnologico de Monterrey in Mexico [4]. Despite the need to mold the new educational strategies according to the current global pandemic, it is important to remember that universities are institutions that also work towards creating and adapting their educational framework to cover current and developing trends. For example, the growing educational demand requires the incorporation of an online education to endorse the social distance regulation, which is a mandatory factor to be considered in the new educational frameworks according to the current health requirements. In another example, universities have been working on creating and adapting their educational models to fulfill other concerning educational trends such as the integration of Sustainable Development Goals (SDG) in engineering programs, as established by the United Nations the by the year 2030 [5]. The convolution of the above examples should motivate universities to adopt new procedures when it comes to the education of future engineers, creating programs that can stay within current health regulations while promoting awareness of the paradigms that come with the integration of SDG as part of their curricula. SDG includes affordable and clean energy generation, sustainable cities and communities, and industry innovation and infrastructure, to mention a few.