Revista Hipótese

This article reflects upon the possibilities of remote teaching in the context of Emergency Remote Teaching (ERT), a response to the suspension of in-person activities during the COVID-19 pandemic. Against this backdrop, the article examines resources, strategies, and pedagogical possibilities mediated by digital technologies experimented with by higher education institutions (HEIs) to ensure the continuity of academic activities. The reorganization of educational practices has driven the incorporation and reappraisal of digital technologies and environments, expanding possibilities for interaction, communication, access, and student monitoring. In this context, remote teaching highlighted not only the availability of technology but also the need to articulate it with methodological approaches consistent with educational objectives and students’ concrete conditions. It is concluded that emergency remote teaching has enhanced possibilities already present in the educational landscape while simultaneously revealing challenges regarding interaction, pedagogical mediation, and the participation of those involved in the educational process.