This study looked at teachers' role-play and simulations in order to increase teachers' skills in psycho-pedagogical support on educational virtual worlds. We put forward a proposal to encourage the use of 3D scenarios where teachers can improve their skills for situations of cultural and ethical concerns that require a high level contextualization. We organized the study around improvement of those skills related to diversity, equity, and inclusion in education. The ultimate aim was to investigate whether educational virtual worlds or Massively Multiuser On-line Learning (MMOL) platforms can improve such skills through training teachers in real and virtual simulations and role-play. The study makes use of descriptive statistics and the Standards Performance Continuum to measure the use of diverse standards in a teaching improvement process. Results suggest that MMOL platforms support the development of more effective teacher control of problematic school situations when these platforms are used collaboratively. Our findings indicate that MMOL platforms could be understood as a social environment with an emphasis on group awareness and cohesion.