There is already an abundant literature on the virtues of simulation in education. However, there is also a lack of assessment instruments to determine the impact of virtual simulation and virtual exchange on participants' self-realisation of learning in teacher education. The aim of this study is to identify the variables that best describe students' learning of current educational issues. A questionnaire consisting of Likert-type items was used as a metacognitive assessment tool to provide data for the study. An exploratory longitudinal study was conducted over three years. Data were collected using students' answers to the questionnaire. A convenience sampling procedure was used, with participating students enrolled in the Didactic Resources module of English as a Second Language (ESL) in an Official Master's Degree in Teacher Training in Compulsory Secondary Education and Baccalaureate, Vocational Training, and Language Teaching. The most strongly correlated variables that best explain the dependent variable ("I have gained deeper insights into current educational issues") addressed inclusion, special learning needs, service learning, and simulation through intercultural dialogue. Each of the variables significantly contributes to the estimation of perceived acquisition of insight into current educational issues through virtual simulation.