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In a scene radically varied by the effects of the pandemic, a reflection opens on which guidelines and methods should turn today educational research, an area no less spared, which also manifests the fragility of a system made of static habits. The knowledge of how design originates from the ability to adapt to the changes of a society in continuous evolution, in which modernity has however unquestionably marked the loss of forms built over the centuries, implementing a radical break with the past. Investigating the variations of teaching through the comparison between historical models and new tools and processes of the digital age, the paper questions the concept of form, proper to the design project but also immaterial tool of culture, a means of coexistence and a place of mutual exchange, to define the changeability we are witnessing in the transition from classrooms to home desks. In fact, it is increasingly necessary to re-establish relations between the parties involved, to restore a communicative capacity that knows how to overcome difficulties and fears in the awareness that, as in the most famous physical law, nothing is created or destroyed, but it only changes in its form.