The development and application of virtual reality (VR) technologies in aeronautical engineering education represent an innovative alternative to overcome the logistical and methodological limitations in the training of future engineers. At ESIME Ticomán, part of the Instituto Politécnico Nacional (IPN) in Mexico, a project was implemented that integrated the use of VR headsets and software into a field practice focused on aeronautical operations—an area where in-person visits are often complex due to operational restrictions in the aeronautical industry and the strict safety requirements that limit the number of students who can access practice areas.

The methodology was structured in several phases, including raising awareness about the potential of VR, determining technical and pedagogical requirements, familiarization with the tools, development of evaluation metrics, creation of manuals, design of specialized practices, and laboratory testing. To ensure an effective educational experience, strategies from the Educational Model 4.0 were adopted, such as Project-Based Learning, Gamification, and Competency-Based Learning.

The results show that VR improves knowledge retention and enhances the development of practical skills and decision-making abilities in simulated environments, providing an immersive and participatory learning experience. Although the investment in hardware and software is a factor to consider, the greatest challenge for the sustainability of the project lies in assigning dedicated personnel to ensure its effective use and future expansion.

Keywords: Virtual reality, aeronautical operations, educational innovation, educational model 4.0.