This paper investigates how Italian upper secondary schools reorganized their teaching and organizational practices during the second wave of the COVID-19 pandemic, and whether these changes influenced learning outcomes. Using novel survey data covering 11,154 students (11th and 13th grade), 3,905 teachers, and 105 school principals, we document limited innovation in school practices, a widespread replication of traditional teaching formats in online settings, and a mismatch between teachers’ perceived digital readiness and their actual methodological adjustments. Teacher training was uneven and rarely focused on pedagogical innovation. Regression results suggest that the adoption of innovative teaching methods and appropriate organizational changes are positively associated with students’ self-reported learning outcomes. Overall, the findings provide valuable insights for school level interventions and teacher development policies, particularly in light of the ongoing technological transformation of the education sector.

Keywords: Remote learning; students’ performance; Covid-19; socio-economic disparities.
J.E.L. Classification: I21, I24, O33.