The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

The paper analyses factors that usually influence the adoption of online commerce, focusing in particular on how social influence acts in this process considering in particular an Italian sample. It investigates about the actual transaction behaviour, and not just the intention to shop online. Starting from analysing technology acceptance models of literature, the paper proposes and empirically validates a new model for e-commerce adoption. A self-administered survey approach was used to collect data from a sample of different ages, genders and educational levels by using a structured questionnaire. Empirical data were analysed using correlation and regression analysis. Results showed that social influence, usability and perceived usefulness are predictors of the frequency of use and then, of e-commerce adoption. The paper gives both a theoretical and an empirical contribution to the e-commerce literature by designing and testing a model for predicting online consumers’ behaviour and enhancing the e-commerce adoption understanding.

The COVID-19 pandemic brought unprecedented challenges to the education sector, forcing schools at a worldwide level to quickly adapt their activities to remote learning. Despite the obstacles and challenges, the pandemic also represented an opportunity for reflection and innovation in education. A survey with 558 teachers from primary and middle schools in several regions of Italy was carried out to analyse challenges and lessons learned by Italian schools, aiming to improve the quality of digital education. The lessons learned highlighted the importance of developing strategies to address challenges such as the necessary infrastructure, digital skills, student engagement, collaboration, and personalised online learning. On the one hand, government-initiated interventions, like the National Recovery and Resilience Plan, aim to bridge the digital divide and improve education quality. On the other hand, the potentialities of immersive technologies like the Metaverse can provide exciting opportunities for interactive and engaging learning experiences, encouraging interaction and collaboration among students.

The research focuses on identifying challenges and lessons from distance learning experiences in Italy during COVID-19, on opportunities emerging from a more digitalized school in the post-COVID-19 crisis, and on preparedness for potential future emergencies. The study aims to analyze different teachers’ experiences, perceptions, and perspectives on distance learning and provide suggestions for addressing crises and emergencies. An online survey based on a semi-structured questionnaire was conducted targeting primary and secondary school teachers and including schools whose students are only from urban contexts and schools where students are also from rural areas. The main results indicated that teachers were resilient and proactive and found strategies and good practices to deal with distance learning, although several open technological and pedagogical challenges remain unsolved. Finally, some recommended priority actions for stakeholders and policymakers have been provided to face these challenges and ensure inclusive and equitable quality education.