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In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students' response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. Practitioner notesWhat is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing.Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education.Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis.What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic.This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response.Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency.Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction.Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions.Collaboration between school and families proves to be a key factor for dealing with emergencies. [ABSTRACT FROM AUTHOR]

A discussion forum is a valuable tool to support student learning in online contexts. However, interactions in online discussion forums are sparse, leading to other issues such as low engagement and dropping out. Recent educational studies have examined the affordances of conversational agents (CA) powered by artificial intelligence (AI) to automatically support student participation in discussion forums. However, few studies have paid attention to the safety of CAs. This study aimed to address the safety challenges of CAs constructed with educational big data to support learning. Specifically, we proposed a safety‐aware CA model, benchmarked with two state‐of‐the‐art (SOTA) models, to support high school student learning in an online algebra learning platform. We applied automatic text analysis to evaluate the safety and socio‐emotional support levels of CA‐generated and human‐generated texts. A large dataset was used to train and evaluate the CA models, which consisted of all discussion post‐reply pairs (n = 2,097,139) by 71,918 online math learners from 2015 to 2021. Results show that while SOTA models can generate supportive texts, their safety is compromised. Meanwhile, our proposed model can effectively enhance the safety of generated texts while providing comparable support. Practitioner notesWhat is already known about this topic Online discussion forums have been plagued by a lack of interaction among students due to factors such as expectations to receive no response and perceptions of topic irrelevance which lead to low motivation to participate.AI‐based conversational agents can automatically support students' interactions in online discussion forums at a large scale, and their generated responses can be human‐like, contextually coherent and socio‐emotionally supportive.Unsafe discourse exchanges between students and conversational agents can be dangerous as identity attacks, aggravation and bullying behaviours embedded in discourses can disrupt students' knowledge inquiry and negatively influence student motivation and engagement. However, few educational studies have paid attention to the safety of conversational agents.What this paper adds This study proposes and synthesized strategies to build AI‐based conversational agents that automatically support online discussions with safe and supportive discourses.This study reveals the relationship between discourse safety and social support, suggesting supportive discourses can also be unsafe.This study enriches the literature on educational conversational agents by synthesizing a conceptual framework on discourse safety and social support, and by proposing concrete algorithmic strategies to improve the safety of conversational agents.Implications for practice and/or policy Researchers and practitioners can adopt strategies in this study such as generation control, open‐sourced models and public API services to evaluate students' discourse safety for early intervention or modify existing conversational agents to be safety‐aware.Practitioners can utilize the proposed conversational agent to automatically support students both safely and socio‐emotionally at a large scale.Practitioners should be cautious when examining social support with automatic analysis, as not all supportive texts are safe. While unsafe texts can provide emotional support, it does not justify their appropriateness in a learning environment. [ABSTRACT FROM AUTHOR]