The aim of this paper is to provide an overview of research findings on different qualities of
emergency remote teaching (ERT) and interpret their implications for student well-being from the
perspective of the Self-determination theory (SDT). The analysis of research findings suggests that
students’ well-being and success in online learning were compromised, and that the teaching/learning
practice during ERT could not provide adequate support to students’ basic needs for autonomy,
competence, and relatedness. The observation that student well-being was not a priority while
implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the
continuation of education; the switch from regular classroom settings to an online environment was rapid
and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and
ways of working, communication and exchange, new tools and resources, and they lacked competencies
and experience in teaching with digital technologies.