The Covid-19 pandemic and the Ukraine crises fit into the difficult Italian context, which have already been marked by a deep socioeconomic gap between the Centre-North and the South of the country. After a brief examination of the causes that have led to this gap, starting from the analysis of geographical studies on the subject and elaborations of data provided by important research centres in the field, this study aims to point out the sectors of Southern Italy present greater criticalness and backwardness compared to the rest of the country. Then, we identify the most suitable programmatic lines to increase investments in such sectors, as already provided for the Italian National Recovery and Resilience Plan (NRRP—in Italy PNRR), a program with which the government intends to manage Next Generation EU funds or NGEU (the economic recovery and revitalization tool introduced by the European Union to restore the losses caused by the pandemic). The article concludes with a reflection on the main reasons for the difficulties that the NRRP is encountering by implementing this program, mainly related to the insufficient allocation of resources and competencies of the territorial authorities that are entrusted with the task of managing and planning policies to rebalance the country’s growth potential.

Recent developments in low-cost information technology, fast internet, intelligent terminals, apps that can manage the most varied activities in a professional but simple way, have allowed their diffusion in sectors traditionally reluctant to rapid change. The pandemic crisis caused by Covid-19 and the consequent provisions of social distancing to curb its spread, have also forced the world of education to deal with this modality. Terms such as Distance Learning and Smart Working have forcefully entered the vocabulary and daily life of millions of people. The persistence of the pandemic due to the variants of the virus is convincing even the most reluctant to change that the new "normal" will have to rely on information technology to a greater extent than in the past. In much of the Western world, where culture has long been a thriving economic sector, much has been invested for decades to strengthen and disseminate distance learning activities recognized as economically and socially beneficial. The European institutions have moved in this direction more recently. The author's experience in the last two years in emergency remote education in geography at university level has not always been positive. He therefore felt the urgency to consider adopting existing standards and best practices in order to improve outcomes and achieve effective online geography learning. The evident advantages of adopting good quality e-learning for an extended community would facilitate understanding and acceptance even in the Italian school and academic environment, usually conservative and conformist. In this environment, up to now, many have in fact feared that it could lead to the endorsement of distance learning, viewed with contempt if not really with aversion as it is considered to be of poor quality.