During the health crisis, digital technology was an indispensable partner for the continuation of many activities. However, it is the subject of many differences, both in terms of equipment and mastery of uses, which the crisis has only served to underline. Digital mediation thus plays an indispensable role in bringing digital tools closer to their users, strengthening digital resilience and facilitating access to information and communication in virtual classrooms. This has opened up new perspectives for teaching and learning, but it has also posed complex challenges requiring a balanced approach. However, thinking about the future of these learning spaces and the techniques acquired remains a mystery to some learners today. And so, it is necessary to know how to effectively adjust between digital mediation, the promotion of digital resilience and risk management in digital educational environments in order to optimize teaching and learning processes for all learners. To this end, we drew on a questionnaire that enabled us to set out the following problematic: What are the main challenges associated with fair access to digital technologies in educational environments? How can we guarantee the security of student’s personal data in a context of increasing use of digital technologies? How can we develop pedagogical strategies that foster students’ digital resilience in the face of technological disruption? These are the questions to which this study, based on a comparison of experiences in the Ben M’sick faculty at Hassan II University in Casablanca, provides some answers. To answer these questions, we carried out an empirical study on a sample of 150 students from the faculty, with the aim of assessing student’s perceptions of mediation and digital resilience and examining whether this type of learning is continuing to evolve.