Digitalization of education requires a much longer adaptation process than the one that has been experienced at a forced march. It is not about putting the same content online but to generate totally different dynamics that also require very different conditions from the state of emergency in which they occurred. 

Regarding elementary education, digitalization will continue to support the core activity of schools, which is: socializing, group learning, collaboration and empirical experience. Nevertheless, the discovery of digital tools and interaction modes that promote learning must be adapted to the classical scheme. 

Most of the universities already work with mixed schemes: virtual classrooms and delivery and correction of works online but the complete conversion to a digital scheme has been a challenge. 

The proliferation of online courses must respond to quality parameters that endorse the knowledge and the  transmission thereof. The initial boom of “learning something” has given way to the creation of portals and content that should improve their offer when the “new normal” considers them as one more option. The development and design of educational tools and e-learning in general will have an important rise.