The severe COVID-19 pandemic has caused dire health, economic, social, and political consequences in the short and medium term. However, coronavirus has also generated a cultural paradigm shift that will be reflected in the medium and long term; things are not going to be the same and neither will the way we work, study, live...After coronavirus, changes to the workplace and education are going to be significant. The lines of work established by the different European governments advocate decisively on teleworking, but this requires completely new skills from the worker, for which they have not been trained: initiative, responsibility, self-management... especially in the technology sector where responsibility and demand is much greater.In the educational field, measures are being structured to promote virtual learning, especially in the field of Vocational Training, facilitating combined and virtual mobility as an alternative to on-site learning, as response mechanisms to new waves of COVID-19, but also as learning mechanism for the new work environment that is expected to be established in the future.These measures, however, are not easy to implement and require creating new tools, or adapting existing ones to totally new methodologies to which neither companies nor students and teachers are used to. This is especially important in a sector as dynamic and complex as technology, and more so when it directly impacts young persons in a situation of exclusion.These VET students find even more barriers in situations like the one we are living, which make it difficult for them to participate in innovative practices that require specific equipment and training. However, denying these students with obstacles the possibility of internships in leading companies is depriving them of a magnificent opportunity to achieve their inclusion, build competitive resumes, and access the labor market.This is why we propose to create an effective mechanism to carry out virtual internships in high-tech centers, specifically focused on students at risk of exclusion, and with the objective of training their critical and scientific thinking and the job culture and responsibility necessary for teleworking. Our methodology does not require purchasing expensive digital equipment or investing productive time in specific training for the student.For this we propose to create:- METHODOLOGICAL GUIDE: THE VIRTUAL INTERNSHIPS IN TECH CENTERS, specifically aimed at teachers in VET centers and tutors in technology companies, to offer them the guidelines to carry out virtual internships (virtual communication methods, work methodologies, virtual job protocols, etc.).- DIGITAL COURSE: E-LEARNING STIMULATION ENVIRONMENT IN TECH CENTERS. Virtual internships require the tutors of the company and the center to invest a lot of time, not only in adapting their jobs and methods, but also in training and empowering VET students. To alleviate this effort, a completely new digital course will be created, aimed directly at VET students, so they can learn the skills they require to successfully carry out these virtual internships.Along with these two high quality results, a tangible result will also be created, consisting of a digital environment where students can find the free resources and protocols necessary to implement their virtual internships via a digital toolbox.All of this will be achieved through an intersectoral strategic partnership between Spain (IKASIA, REDTREE, IES POLITÉCNICO DE CARTAGENA), Greece (EKATI), France (GRETA DU VELAY), Portugal (SOMATICA), and Italy (SMALLCODES), them being 3 VET centers, 3 high technology companies, and 1 expert in digitization and educational methodologies, who during 24 months will hold 4 transnational meetings, periodic virtual meetings, national activities for the creation of results, visibility activities, training activities for participants, 3 highly impactful multiplier events (in Valencia, Cartagena, and Kato Achaia), dissemination activities, etc.In short, we propose a project with the real capability of having a very positive impact, not only on the process of digitization of education, but also on students at risk of exclusion themselves, who are especially weak when faced with critical situations like the ones we find ourselves in. They will in turn have a positive impact on the technology companies themselves, which will improve their pathways to teleworking and will find in VET students at risk of exclusion the opportunity to improve their workforce with well-trained students to face this new challenge.