Digital transformation in Higher Education has driven the use of virtual classrooms as central spaces in the teaching–learning process, especially in online Education degree programs. This article aims to analyze, through a systematic literature review, the integration of inclusive virtual classrooms and their contribution to strengthening professional competencies in online Education programs, as well as their impact on the quality of Higher Education. The methodology adopted corresponds to a qualitative approach, specifically a literature review, based on the consultation and analysis of indexed academic sources. The results show that the integration of inclusive virtual classrooms promotes the development of pedagogical, digital, communicative, and socio-emotional competencies among students in Education programs by fostering active methodologies, universal accessibility, universal design for learning, and the use of adaptive technologies. It is concluded that inclusive virtual classrooms represent a key strategy for strengthening professional competencies in online teacher education, constituting a significant contribution to improving educational quality in Higher Education.