Introduction:
Education serves as a fundamental driver of social cohesion and the development of essential interpersonal and professional skills, laying the groundwork for a more inclusive and equitable society. In this context, teachers must possess pedagogical, disciplinary, and technological competencies to meet these demands effectively. Initial Teacher Training (ITT) faces critical challenges, such as adapting curricula to the growing influence of artificial intelligence, addressing the insufficient competencies of novice teachers, and improving the quality of training programs. Immersive Virtual Worlds (IVWs) are digital environments where users interact through avatars, simulating real-life pedagogical scenarios. These tools have the potential to transform ITT by enhancing future teachers' training and preparation.

Objective:
This study aims to evaluate the impact of the TYMMI project, which uses IVW-based simulations, on improving the pedagogical and technological effectiveness of ITT students.

Methodology:
The TYMMI project comprises six pedagogical challenges, each lasting 90 minutes, conducted on the virtual platform Opensimulator. These challenges address key teaching scenarios designed to strengthen participants' pedagogical and technological competencies. Activities include activating prior knowledge, implementing assessment techniques, making curricular adaptations, and conducting meetings with parents and guardians.
The research follows a quantitative, non-experimental longitudinal design. Data were collected using an observation rubric during each challenge. The sample consisted of 106 ITT students from universities in Chile, Brazil, Honduras, El Salvador, and Colombia. Continuous feedback was provided by experienced teachers throughout the process, based on the ITT students’ teaching performance and the quality of the products they created.
The observation rubric included 64 items evaluated on a 5-point Likert scale across five domains, based on the Framework for Good Teaching from Chile: (A) Preparation of the teaching-learning process; (B) Creation of a conducive learning environment; (C) Teaching to support the learning of all students; (D) Commitment to professional responsibilities; and (E) Interaction in the virtual world.
Data was analyzed using JASP software, employing descriptive and inferential statistics.

Results:
Analysis revealed significant improvements in average scores from the initial to the final challenges, demonstrating enhanced pedagogical and technological competencies. Gender analysis showed no significant differences in most domains, except for domain E in challenge 5, where men performed better.

Discussion:
As participants progressed through the challenges in IVWs, notable improvements in pedagogical competencies were observed. Although it is often suggested that men have stronger technological skills, this study found gender parity in technological competencies, aligning with recent research highlighting the narrowing of the gender gap in this field.

Conclusions:
The TYMMI project provides ITT students with the opportunity to engage in diverse simulated pedagogical scenarios while receiving continuous feedback. This approach significantly strengthens their teaching competencies and better prepares them for professional practice.

Keywords: Pedagogical Effectiveness, Initial Teacher Training, Immersive Virtual Worlds.