Can Emergency Remote Education make our universities “smarter”? Some reflections based on students’ perceptions

In the spring semester 2020, the whole education system was forced by the coronavirus outbreak to shift onto digital platforms that only a few teachers and students were familiar with; face-toface courses had to be turned into distance learning in a very short time. Is it possible to turn a huge challenge into an opportunity? With a new academic year in sight and another possible lockdown looming, it is necessary to consider the wisdom gained by this widespread experience: in this case, emergency remote education (ERE) will have to be replaced by quality distance education, a planned response to students’ needs. By collecting and analysing the perceptions and reflections of more than 800 students from several Italian universities, this study aims to discuss trends, needs and useful literacies that can contribute to planning an effective response in case of new educational emergencies. As data shows, students have adjusted to the new learning environment, but they have been negatively impacted by the digital divide, by difficulties due to shortcomings in digital teaching and learning, and by socio-emotional issues. Their suggestions help identify key literacies which could improve and implement the educational response if classes are forced to migrate again (fully or partially) onto digital platforms. At the same time, lessons learned from the students’ experience of ERE can provide insight into technologically supported learning and teaching which could have the added benefit of making higher education “smarter” in general, both in person and online.