Fornasari, A., Conte, M. – ENG

The paper starts from the consideration of how the COVID-19 pandemic has accelerated the digitisation and implementation of technological tools to support educational processes given the numerous restrictions placed in many countries around the world (UNESCO, 2020). In fact, technology, far from a naive approach based on technological determinism (Bonaiuti, Dipace, 2021), if properly used within an ad hoc pedagogical design, benefits students in training and updating processes and helps them to better adapt to changes. Schools and universities all over the world should rethink and update their teaching methods to adapt to technological changes and exploit their enormous potential by hybridising teaching (Limone, 2013). In fact, it is necessary to make the digitisation process and the didactic methodological innovation in education permanent, as also suggested in mission number 4 – Education and Research of Mario Draghi’s Recovery and Resilience Plan. The paper hopes that schools and universities after the pandemic will not have to be the same as they were in the past, but the challenge taken up during the emergency and the reflections that emerged will have to be incorporated into a strategy for reforming school and university teaching. The article reports the results of an exploratory survey (Lucisani, Salerni, 2002) on a sample of 700 students at the University of Bari to investigate the challenges faced by students and their level of satisfaction with online teaching in the academic year 2020/2021. The survey seeks to bring transparency to the problems that emerged during the DAD period and to provide at the same time an overview of possible future approaches to blended learning.