In 2019, a new infectious disease named COVID-19 emerged. Education went through a forced transition from face-to-face education to emergency remote education with limited time and resources. The meanings and impacts of this process on education and its stakeholders have not yet been systematised and discussed. A critical digital humanities perspective is urgently needed. This study aims to fill this gap by conducting a scoping review of 60 articles indexed on Scopus and/or Web of Science that addressed emergency remote education and analysing the results from the perspective of the digital humanities. The main findings, methodologies, and limitations of these studies were identified, organised, and systematised. Results indicate that emergency remote education was conducted by replicating face-to-face strategies, and digital affordances that could potentially be utilised to improve the overall experience were neglected. Despite claims of the opportunities that technologies offer for education, integrating them in a meaningful way is challenging: stakeholders attempted to reproduce the familiar, material educational world in digital media. At the same time, issues of digital equality and literacy continue to affect the education arena. The relevance of this research lies in systematising new evidence that should feed discussion regarding the need to bring a humanist view to the digital sphere, a challenge that digital humanities can only meet if they overcome technological and social deterministic approaches.