The contribution aims to understand how the academic community has reorganized itself during COVID-19, moving between difficulties and innovative solutions, posed by distance learning. Specifically, through a qualitative-quantitative mixed research methodology, the ex-periences of 40 professors of the University of Palermo are analyzed, which on an emotional, cognitive and situational level have faced the change, consequently directing their educational choices. The factors considered central to the didactic effectiveness and flexibility of one’s worldview are also analyzed. The results confirm the importance of relational aspects in teach-ing - even when at a distance - and the "community" connotation of the response that the University has been able to put in place.
Keywords: academic community, distance learning, teachers, relationship, emotions.