This paper analyzes the opportunities and challenges of emergency remote teaching based on experiences during the COVID-19 pandemic. A qualitative research method was used in two steps: first, a thematic analysis of an online discussion forum with international experts; second, an analysis of secondary sources in an Italian case study. The results reveal technological, pedagogical, and social challenges. Technological challenges include unreliable internet connections and lack of electronic devices. Pedagogical challenges involve a lack of digital skills, unstructured content, and limited interactivity. Social challenges include a lack of human interaction and support from parents. The paper provides challenges and proposals for action to address these issues. It highlights the need for improved digital infrastructure, teacher training, and inclusive policies to ensure equitable access to online learning. The Italian case study shows significant disparities in access to technology between northern and southern regions. The paper concludes that emergency remote teaching presents both opportunities and challenges, and that a balanced approach combining online and in-person learning is necessary for effective education. The study emphasizes the importance of addressing digital divides and ensuring that all students, including those with special needs, have access to quality education. The findings suggest that emergency remote teaching can be a valuable tool for education, but it requires careful planning and implementation to ensure its effectiveness. The paper also highlights the need for collaboration between governments, educators, and technology providers to develop sustainable solutions for online learning.This paper analyzes the opportunities and challenges of emergency remote teaching based on experiences during the COVID-19 pandemic. A qualitative research method was used in two steps: first, a thematic analysis of an online discussion forum with international experts; second, an analysis of secondary sources in an Italian case study. The results reveal technological, pedagogical, and social challenges. Technological challenges include unreliable internet connections and lack of electronic devices. Pedagogical challenges involve a lack of digital skills, unstructured content, and limited interactivity. Social challenges include a lack of human interaction and support from parents. The paper provides challenges and proposals for action to address these issues. It highlights the need for improved digital infrastructure, teacher training, and inclusive policies to ensure equitable access to online learning. The Italian case study shows significant disparities in access to technology between northern and southern regions. The paper concludes that emergency remote teaching presents both opportunities and challenges, and that a balanced approach combining online and in-person learning is necessary for effective education. The study emphasizes the importance of addressing digital divides and ensuring that all students, including those with special needs, have access to quality education. The findings suggest that emergency remote teaching can be a valuable tool for education, but it requires careful planning and implementation to ensure its effectiveness. The paper also highlights the need for collaboration between governments, educators, and technology providers to develop sustainable solutions for online learning.