Un’altra didattica di qualità è possibile (?). Il rapporto degli accademici italiani con la didattica a distanza durante l’emergenza COVID-19

Emergency remote teaching experimented during the COVID-19 emergency posed a significant challenge to the Italian university system. Five years after such experience, this article offers an in-depth reflection on the medium to long-term legacies of this experience, with a particular focus on its potential impact on the academic profession. Empirical data collected from 18 focus groups involving approximately 100 Italian academics reveal how such an external shock has stimulated teachers’ introspection about their own roles and provided an opportunity to reconsider a new concept of teaching, advocating for greater recognition and valorization of the university’s primary mission.