## 1 Introduction
[11], the use of specialized laboratories is mandatory for the optimal training of future engineers, acknowledging that a VLS aids in the learning process, especially when the students are located in a remote access area; thus, the authors propose a framework for a VLS, considering co-simulation, co-design, and co-modeling strategies, to enhance the process of finding solutions to complex laboratory operations, especially in facilities with RT simulation capabilities, where these simulation and validation strategies are frequently employed for microgrid and smartgrids studies. However, since an RT simulation can be carried out in different configurations, and the tangible and intangible skills a student can strengthen are highly dependent on the laboratory arrangement, this educational aspect needs to be taken into consideration to optimize the learning process of an engineering student according to desired competences. The work presented by [PERSON] and [PERSON] [12], is a good example of how universities can still meet the 2030 goal of incorporating SDG in electrical engineering programs, since the work demonstrates an operating VLS for a power electronic course, focusing on the operation of basic DC-DC converters. Nonetheless, the conducted experiments are carried out in a non-RT scenario, and the RT simulation of the power electric circuits is not attained. In another study by [PERSON] and [PERSON] [13], a RT VLS for a robotics course at the University of Pavia is presented, allowing interaction with a RT kernel that leads to RT experiments available in the VLS through an internet connection. Finally, the work presented by [PERSON] et al. [14], shows how a course focused on electronic and electrical experiments can be migrated to a virtual laboratory environment, offering the students a complete immersion in essential aspects of the experimental design process, from the many experimental strategies to the interpretation and analysis of the acquired data analysis. Overall, an RT VLS is not an easy task to achieve, since the educational program has to be adapted and the students have to understand how to work in virtual environments. Limitations include the following: (i) Incorporation of specialized hardware and software, where the initial investment can be expensive; (ii) Steep learning curve when users are not familiar with simulation environments; (iii) Hardware connection and software compatibility, in cases where multiple simulation tools and environments are required; (iv) The validation of supporting communication protocols, proper communication between users and simulation platforms can be complex; (v) The computational capacity limitations of RT equipment; (vi) HIL could be useless when there are limitations in the sampling time, so an additional review has to be carried out in experimental results; (vii) The number of students that can run the RT simulation at the same time is limited, since RT simulation platforms can be expensive and multiuser functionality is not supported. The aim of this work is to address the technical aspects of a virtual learning environment for an RT laboratory, aimed at undergraduate electrical engineering students. As a result of the global pandemic and the tendency of RT simulation to function as a design process, it is important to review the different aspects of translating a practical course to a virtual environment to accelerate the transition process so that the students can obtain a holistic comprehension of the technical and theoretical courses. This study incorporates the technical challenges, opportunities, and economical aspects found in the virtualization process as the possible competencies that need to be taken into account when transitioning from on-site to online teaching.