The right to education for all children is a legal, social, cultural, and formative acquisition of great value that is earned over time with effort, commitment, and perseverance. Although there are numerous documents that refer to children and their rights, the Convention on the Rights of the Child (1989) is the only document that is exclusively dedicated to children and that expresses a current approach to children and their rights. The challenges of today’s world and the new needs arising from economic, social, and environmental changes are leading to a transformation in the way the education and training process is approached. The current global context created by the COVID-19 pandemic and the quasi-automatic generalization of online education has brought to light a series of paradoxical educational realities expressed in antinomic pairs of concepts such as certainty–uncertainty; inclusion–exclusion; face to face–online; visible–invisible; synchronous–asynchronous; urban–rural; wealth–poverty; equity–inequity. The paper aims to identify and analyze the causes of some of the above discrepancies from the perspective of ensuring equal opportunities and the right to education for as many children as possible. Our interrogative approach is based on questions such as the following: Is the right to education still respected for all children? Do the strategies adopted by online education (objectively) take into account the age/individual characteristics or the economic-social context of the child? Are there alternatives? Our analysis focuses on some of the profound consequences (direct, indirect, immediate, long-term) for students at all levels of education (pre-school, elementary school, (pre-)adolescents, adults) resulting from the choice of online schooling that affect the respect of the fundamental right to education.