Beyond the digital

A lesson for universities on the value of ‘presence’, drawn from concerts and stadiums

Recorded lectures are becoming increasingly common, but football and music are leading the way: universities need events and opportunities that make students feel part of a community

3' min read

Translated by AI
Versione italiana

3' min read

Translated by AI
Versione italiana

A heated debate is currently taking place at Italian universities on the issue of declining lecture attendance in the wake of Covid. Whilst it is difficult to measure the phenomenon precisely, the perception is widespread. One of the possible causes cited is the continued availability of lecture recordings on university platforms: a legacy of the pandemic that students regard as a valuable resource, as it allows them to catch up, review and organise their studies with greater flexibility. During the pandemic, 80.3 per cent of students surveyed by AlmaLaurea particularly appreciated the opportunity to rewatch recorded lectures.

The example of football and music

The most obvious response would be to restrict recordings or to reiterate that face-to-face lessons ‘are better’. But two industries facing the same digital competition – albeit with all the necessary distinctions – suggest a different approach. In 2025, concerts in Italia attracted 31.5 million attendees – 8.7 per cent more than the previous year – and generated over 1.16 billion euros in box-office takings. Football, too, has regained its lost audience: in the 2023–24 season, taking into account domestic leagues and European cups, stadiums recorded 21 million attendances, compared with 15.8 million before the Covid pandemic; Serie A achieved an average attendance of 31,172, the highest since 1992–93. The 2025 SIAE figures show a slight dip for football, but this does not detract from the strength of the recovery.

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The point of contact

The point is obviously not to equate the university with entertainment, but to recognise a common economic principle. When digital technology makes content accessible anywhere and at virtually no marginal cost, the value of face-to-face interaction can no longer depend on the mere delivery of that same content. The value of being physically present must stem from what cannot be replicated remotely.

Why do millions of people invest time and money in travelling to a stadium or arena, when music and matches are available at home at less cost and with less effort? The answer seems to lie in three words: experience, emotion and identity.

A concert isn’t simply a better-sounding version of Spotify, just as a stadium isn’t just a bigger television screen. They are experiences: the journey, the anticipation, the venue, the people and the rituals are all part of the event. They are emotions: being close to the artists or sportspeople (even several metres away and without direct interaction) creates a sense of engagement that the screen cannot fully convey. They are about identity: being there affirms one’s belonging to a community, particularly in football, where presence becomes a declaration of loyalty.

The lesson for universities

The comparison with university is certainly imperfect but not entirely inappropriate: education and entertainment serve different purposes. Yet, when a lecture is conceived primarily as a means of conveying content, a recording becomes a very effective substitute. Universities then risk focusing exclusively on the ‘merit’ of attendance (“you learn better in the lecture theatre”) whilst neglecting the reasons why students should want to be there.

The student experience requires accessible and welcoming campuses, suitable lecture theatres with limited student numbers, spaces for studying and socialising, and services and timetables that do not turn the university day into a series of waits and journeys. Excitement stems from the joy of learning: discussions, case studies, workshops, simulations, questions, feedback and genuine interaction. The lecturer in the classroom cannot be reduced to a human podcast. Identity is built through stable groups, joint projects, societies, tutoring, events and opportunities that make students feel part of a community destined to become their alma mater.

Recordings do not necessarily have to disappear. They can be used to prepare, catch up or explore topics in greater depth; however, they should not simply replicate a passive classroom experience that is easily replaceable. The challenge is not to make digital learning inferior in order to defend face-to-face teaching, but to make face-to-face teaching – in ways and forms different from the past – irreplaceable. Concerts and stadiums have not won back their audiences by switching off Spotify or pay-TV. They have offered something that streaming cannot deliver. Universities, too, should take their cue from this. They should make use of technology, even remotely, without delegating everything to it.

University of Bergamo

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