Abstract

The remote learning model, activated by schools in response to the pandemic, has highlighted how both teachers and students still consider the «transfer of knowledge» paradigm as the conceptual pillar of the learning process. Shifting towards a systemic vision of learning would have allowed us to avoid the many problems attributed to online classes and to concentrate on the real problem: the inequalities in the access to education resources, which were present well before the pandemic, and which have now become dramatically obvious.