The study by Fernando Ferri, Patrizia Grifoni, and Tiziana Guzzo examines the opportunities and challenges of emergency remote teaching, particularly in the context of the COVID-19 pandemic. The research employs a qualitative method, involving a thematic analysis of an online discussion forum with international experts and an analysis of secondary sources for an Italian case study. The results highlight several technological, pedagogical, and social challenges. Technological challenges include unreliable internet connections and a lack of necessary electronic devices. Pedagogical challenges involve teachers' and learners' lack of digital skills, the abundance of online resources without structured content, and the need for interactive and engaging lessons. Social challenges stem from the lack of human interaction, physical spaces for learning, and parental support. The study also provides recommendations for addressing these challenges, emphasizing the need for blended learning approaches, improved digital infrastructure, and community-building through online platforms. The Italian case study reveals a digital divide, with northern regions having more advanced platforms and southern regions facing greater obstacles. Initiatives to address this divide, such as providing digital devices and training, are discussed. Overall, the study underscores the importance of a holistic approach to emergency remote teaching, integrating technology, pedagogy, and social support to ensure equitable access and quality education.The study by Fernando Ferri, Patrizia Grifoni, and Tiziana Guzzo examines the opportunities and challenges of emergency remote teaching, particularly in the context of the COVID-19 pandemic. The research employs a qualitative method, involving a thematic analysis of an online discussion forum with international experts and an analysis of secondary sources for an Italian case study. The results highlight several technological, pedagogical, and social challenges. Technological challenges include unreliable internet connections and a lack of necessary electronic devices. Pedagogical challenges involve teachers' and learners' lack of digital skills, the abundance of online resources without structured content, and the need for interactive and engaging lessons. Social challenges stem from the lack of human interaction, physical spaces for learning, and parental support. The study also provides recommendations for addressing these challenges, emphasizing the need for blended learning approaches, improved digital infrastructure, and community-building through online platforms. The Italian case study reveals a digital divide, with northern regions having more advanced platforms and southern regions facing greater obstacles. Initiatives to address this divide, such as providing digital devices and training, are discussed. Overall, the study underscores the importance of a holistic approach to emergency remote teaching, integrating technology, pedagogy, and social support to ensure equitable access and quality education.