As with other social contexts, the school has had to face the major challenges of the health emergency, requiring timely measures that have taken different forms over time. This paper will present the main findings of a qualitative research conducted through semi-structured interviews with Italian students from six different school institutes between May and June 2022. The results analyse students' narratives about their evolving school experience. The initial and inevitable use of distance learning fostered feelings of anonymity and isolation and made socio-economic inequalities – particularly related to the technological resources owned by students – more noticeable, generating concerns about the perceived quality of students' learning. However, at the same time, several students emphasised positive aspects, such as more time for themselves and less anxiety when facing the exams. With the passage of time and the gradual attempt to return to face-to-face teaching methods, the students experienced the happiness of meeting their classmates again but also reported uncertainty, disorientation and alienation. Nevertheless, the students' narratives also highlight their great capacity to cope with the uncertainty and sudden changes in teaching methods that have characterised the past year, enhancing their resilience and ability to adapt to different learning methods. These findings may allow for a deeper reflection on future directions to be taken in the field of teaching in a world in constant evolution.

Authors:
Alessandro Maculan, University of Padua, Italy
Carmela Lillo, Fondazione Patrizio Paoletti, Italy
Tania Di Giuseppe, Fondazione Patrizio Paoletti, Italy
Grazia Serantoni, Patrizio Paoletti Foundation, Italy

About the Presenter(s)
Dr Grazia Serantoni is a Business Owner/Executive at Fondazione Patrizio Paoletti in Italy

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