The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries in all continents.
Distance learning was the obvious solution to the lockdown and schools and companies everywhere did their best to come up with interactive solutions to social distancing while learning.
Education systems are now asked to capitalize the lessons learned, embedding the innovation generated under emergency, and integrating novel approaches, methods and practices.
In many countries, education providers are struggling to integrate Digital Learning in their curricula, reorganizing their offer and delivery systems accordingly. Their prior concerns seem to be focused on technical requirements of digital learning systems and tools, on how to exploit the opportunities offered by these systems for effective delivery, how to integrate them in the curricular activity (blended learning) and on what kind of skills and competences teachers and learners should have, in order to use these new tools in the best possible way.
On the other hand, the lockdown has made evident that digital interaction is changing our approaches, ways of organizing ourselves, and expression. It is also true that the overload coming from long-time internet connections is extremely tiring, physically as well as psychologically. Digital learning implies not only the need of coping and adopting a so-called “digital mindset”, but also the wellness of each involved person (Trainer/teacher, learner).