## 5 Discussion
Among the limitations of this study are the following: (i) the methodology employed is strongly quantitative, so that it is not possible to conduct an in-depth analysis of the reasons behind the gaps identified, which would be derived from a more qualitative or mixed approach; (ii) it is possible that there are extraneous variables influencing the perceptions analyzed, both sociological and academic, that have not been addressed in this research; and (iii) the geographic region analyzed, in the process of technological development, is specific and particular, so it is not possible to extend the results to other regions with higher levels of digitization. Thus, the following lines of future research are proposed: (i) to carry out a similar quantitative analysis, but with a sample of participants homogeneously distributed by country, so that the influence of the geographic variable can be studied in greater depth; (ii) to complete the study with a qualitative analysis that will make it possible to identify the exact reasons for the gaps identified; and (iii) to compare the results obtained with those of other geographic regions with different levels of digitization. Central America faces significant challenges in its digital transformation, marked by a notable digital divide, limited technological infrastructure, and a lack of digital and innovation skills. These challenges, together with problems in cybersecurity and access to financing, hinder progress towards a digital economy. CABEI has responded to these challenges with significant initiatives, such as financing the expansion of educational infrastructure in Guatem [23] and the development of an immersive virtual room at the National Museum of Art [25], in addition to supporting technological innovation projects in agriculture and education in other member countries [26]. In addition, CABEI has supported initiatives that promote technological innovation in various sectors, which could indirectly benefit education by improving the technological infrastructure available to educational institutions in the region. These efforts not only improve the access to and quality of education and culture but also foster greater integration with global value chains, paving the way for the incorporation of advanced technologies such as virtual reality. CABEI has thus played a fundamental role in the quest to mitigate these barriers through the financing of key projects. CABEI's implementation of infrastructure and advanced technology offers a unique platform to explore the integration and perception of virtual reality in higher education in the region. The analysis of CABEI-supported projects, such as the creation of immersive facilities and support for research and development in countries such as Guatem and Honduras, influence professors' perceptions of the didactic use of VR. In addition, these analyses make it possible to compare the differential situation between private and public universities, in order to understand the differences in the reception and application of Virtual Reality depending on the type of institution and the technological support provided by regional initiatives such as the National Artificial Intelligence Strategy in the Dominican Republic and educational innovation in Honduras, thus reflecting the impact of digitalization policies promoted by CABEI. The results of the present study show that, despite funding for infrastructure improvements in universities and other educational institutions by CABEI in the Latin American and Caribbean region, the integration of technologies such as virtual reality in higher education in CABEI countries is still in its early stages. Integrating VR more deeply into academic curricula could improve the perception of its didactic benefits, thus aligning digital competence with positive evaluations of its practical applicability.