The Colegio Nacional de Educación a Distancia (CONED) is a Costa Rican institution that is a pioneer in Latin America in offering secondary education through distance learning. The institution's educational process is predominantly conducted in virtual environments, with face-to-face attendance being reserved for the administration of summative evaluations in various branches throughout the country.Due to its considerable enrolment, CONED lacks sufficient physical space and trained staff to carry out face-to-face experimental practices with large groups. In this context, remote laboratories (RLs) emerge as the appropriate alternative, given their capacity to facilitate uninterrupted access to online experiments. This feature of RLs serves to democratise learning opportunities, catering to a diverse student population in terms of age, ethnicity and geographic location. In order to overcome the limitations of the CONED modality, the incorporation of Remote Laboratories is allowing the execution of real remote experiments. To enhance experimental practice and offer more immersive experiences, a pilot was conducted with the Microscopy LR, developed by the Remote Experimentation Laboratory of the Universidad Estatal a Distancia in conjunction with LabsLand, winner of the GOLC 2025 award. This resource employs a real microscope that gives students the experience of working with biological samples. The aim of the article is to analyse the educational experience of CONED's seventh year science students on the use of this laboratory. The study was developed using a mixed methodology to analyse students' perceptions following utilisation of the Remote Microscopy Laboratory. An experimental activity, which was included in the evaluative components of the subject, was implemented, this activity comprised seven sections, which allowed students to be guided through a process of exploration and progressive analysis, fundamental to the development of scientific skills by encouraging observation, interpretation, and the integration of theory and practice. An expert-validated questionnaire was designed and administered to 35 seventh-year science students for data collection. The first section sought to collect information on the academic profile of the students. The second section comprised nine Likert-type statements. In addition, 5 open-ended questions were included to obtain qualitative information aimed at identifying areas for improvement. The results showed that remote laboratories incorporated into CONED's science classes bring the experimental component of science closer to a heterogeneous population such as the one studying in this modality, which can strengthen the development of scientific skills in this population. It is recommended to integrate artificial intelligence to support the use of remote laboratories in distance education and to facilitate student learning when the teacher is not available.