This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends that together with the temporary changes in the style of educational governance, in the medium term an exacerbated social inequality in education can cause a potential trust problem for the central actors imposing the measures. To support this line of reasoning, the exploratory study describes the context conditions which are relevant for the implementation and participation in digitalized distance education (measures, access and competent use of digital devices in education, level of trust) and combines them with the findings of a qualitative analysis of relevant documents from three European countries (Czech Republic, Denmark, Germany). A neo-institutional view is applied to exploring the implications of the changes in education governance and their potential side-effects on trust.

本文就可能失去信任作为遏制 COVID-19 大流行蔓延的教育措施的意外副作用提出了明智的假设。有充分理由的担忧是，大流行引起的教育设施关闭和向数字化远程教育的转变正在加剧教育中的社会不平等，这是争论的起点。该论文认为，随着教育治理方式的暂时变化，从中期来看，教育中社会不平等的加剧可能会给实施这些措施的中央参与者带来潜在的信任问题。为了支持这个推理路线，探索性研究描述了与数字化远程教育的实施和参与相关的背景条件（教育中数字设备的措施、访问和有效使用、信任水平），并将它们与来自相关文件的定性分析结果相结合三个欧洲国家（捷克共和国、丹麦、德国）。新制度观点被应用于探索教育治理变化的影响及其对信任的潜在副作用。