This article aimed to reflect on the student's engagement to their learning in Emergency Remote Education - ERE - in the context of the COVID-19 pandemic. In this way, we analyze the challenges and potential that the ERE is providing for the different educational actors – teacher/student/institution, with commitment being the backbone of actions to be carried out in favor of the teaching-learning process. We seek to highlight some of these actions, mainly aimed at the development of didactic-pedagogical relationships in the ERE and, also, to show the need to value student leadership and autonomy for their academic/academic success in their training path. We also evidence that student engagement is developed by joint student-teacher-institution actions, leading each agent to assume their educational role.