Another element noted by the analysis is that teachers have realised how indispensable it is to make students more involved. The "co-creation" process used during distance learning, where classic theory has given way to applications, games and interactive whiteboards, has had good results. As witnessed by some teachers, some of the practices discovered in distance learning have been integrated into their teaching methods. For some teachers, the digitisation of an interdisciplinary approach such as OTA, could also allow them to create materials that help diversify their teaching and help students to always exercise their critical and creative side To support this, a Finnish teacher stressed that very often the heterogeneous composition of a class risks slowing down the cognitive processes of some pupils; in fact, teachers often must slow down to avoid leaving some pupils behind others. The production of extra material, lasting 5-15 minutes, with self-guided solutions that also include answers to questions to check if you have understood correctly, could be very useful. In this case, art could be that plus, that diversified language which would allow the development of critical thinking. Last but not least, many teachers pointed out that it would be useful to establish a relationship with the parents of the pupils, because during distance learning they noticed a profound difference between those who were followed by their families and those who were not! The challenge that online learning has raised is not only an issue for those who are 'physically' inside the schools, but it must concern all those who are involved, and parents are among them. 43