Among the sectors most affected by the ongoing health and social pandemic there is certainly that of education, which suddenly found itself forced to overturn its habits and its methodological settings in teaching provision. Technology has become central, especially in university contexts characterized by courses with a high number of students, and distance learning has established itself as an essential rule to guarantee the continuation of the training processes. The purpose of this paper is to investigate whether the transformation that took place was also the cause of the start of a didactic innovation process based on the adoption of technological supports and new methodological settings with specific reference also to the sphere of disability and the environment. Sports education.
Antonio De Santis Lorenzo (Fri,) studied this question.