ABSTRACT
Before the COVID-19 pandemic, distance and online learning were possible or partial options for learning for many individuals and communities. However, they were not always accepted or accredited by many international regulatory bodies. During this current global COVID-19 dilemma, it became evident that this lack of support for online education would never be the case anymore. In contrast, online learning might represent a core or a new normal in many ways. A general risk most nations experience today is that world conflicts, wars, and pandemics may lead to educational ignorance or deprivation from learning due to these world crises. Another more specific risk is the lack of an ethical values framework for remote and distance learning programs and value-aligned instruction (DeRosa, 2020), as well as the challenges related to the emergency change in the educational environment. Those challenges could lead to major ethical dilemmas and results, such as neglect, cheating, selfishness, loss of self-confidence, despair, anxiety, or frustration. This chapter offers a framework for remote learning ethical values in crisis times. It identifies some of the possible ethical values classified according to three main domains and four dimensions and representing all possible stakeholders. It aims to facilitate access to quality education with equal rates of participation, levels, and rights. © Springer Nature Switzerland AG 2021. All rights reserved.