Students in many countries during COVID-19 pandemic, moved
through a deep change in their school experience, moving from face-to-face teaching
in schools to distance learning. The distance learning has represented an opportunity
to develop strategies and resources to guarantee continuity in the learning
experience. However, the recent literature has highlighted also several factors that
negatively affected learning outcome of students, underlined in particular more
negative effects on students in conditions of fragility. This work has the objective
to analyse problems emerged during DL and reflect on possible solutions, by
considering the analysis of data obtained from recent national and international
literature. The article proposes a critical reflection to rethink digital learning environments
in the post-pandemic era in order to support learning path of all students
and promote inclusion and participation also of those in condition of vulnerability.
