Distance Education and Beyond: A Student Voice Research toward an Ecological Perspective

The lockdown forced us to switch from face-to-face to distance education, prompting us to rethink the learning-teaching processes and triggering new fragilities. The “digital divide” but especially the “digital inequality” exacerbated the disadvantages of students who were already vulnerable, as students with disabilities or difficulties also due to educational poverties. So, within the theoretical framework of Social Justice Education (according to Cochran-Smith), we designed a qualitative. Results reveal the attempt to redesign learning environments by students themselves; most importantly, the practitioners’ awareness of distance learning issues opens up a new ecological perspective of educational fragility (not only of people, but also of educational contexts), which could contribute for new in-depth knowledge-construction tools in support of practices.