The importance of this study lies in the implementation of virtual laboratories with third party students in Baccalaureate from the Educational Unit Vicente Anda Aguirre (Ecuador), a tool that benefits in acquiring knowledge that, by exploiting technological advances, promotes the performance of practical activities, which contribute to strengthening knowledge; unfortunately, the insufficient uptake of the concepts of organic chemistry is reflected in the lack of enthusiasm, and the lack of interest in addressing independent academic challenges, which is detrimental to the learner’s experience, participation, experimentation, analysis and decision-making; it is important to stress that due to the COVID-19 health emergency affecting the population, the student does not carry out internships in a real laboratory. For the above reasons, the objective of the study is to implement teaching strategies in virtual environments in the process of learning organic chemistry content. The inquiry is framed by a quantitative approach, the methodology focuses on problem-based learning (DBL), with a correlational, descriptive and explanatory scope. In the process of implementing virtual laboratories, the ability of the student to build and understand arguments, representations or models that include experiments carried out in virtuality is analysed. From this perspective, strategies to be applied in the classroom are designed in accordance with the curriculum proposal and the evaluation method.