The last two years have been a period marked byprofound challenges, learning and continuous adaptation for both students andinstructors. Our presentation reflects on the post-pandemic classroomexperience in a Macroeconomics class, using a four-stage model that describes aprocess of crisis, awareness, flexibility and growth. Engagement has been acritical component in this process. We also present evidence that this learningpath has been similar across higher education institutions and cultures. Thetwo main objectives of this presentation are: a) to highlight the opportunitiesfor greater engagement and flexibility in a remote Economics class; and b) to discusshow this learning process has been taking place in different institutionalsettings.