The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have become increasingly interested in acquiring proficiency, capitalization, and stimulation of digital creativity. As such, research must provide, primarily for teachers and those preparing for this career, systematic results on digital creativity. This study aims to identify the current state-of-the-art in scientific knowledge on the comprehensive topic of digital creativity: conceptual frameworks and theoretical highlights, elaborating a model of digital creativity, and identifying and formulating future research opportunities. The investigation relies on the key concept of digital creativity and aims to cover two aspects: 1. basic meanings of the concept of digital creativity, specifying its applicability in the educational process at pre-university and university levels, and 2. identifying a set of concepts that are complementary to digital creativity. The research is a conceptual literature review, implying the use of literature review and bibliographic analysis methods. The study relies on a comprehensive literature review of papers selected from the three international databases WEB of SCIENCE, Science Direct, and Scopus from 2020 to 2024. The literature search enabled us to identify an initial sample of 1848 studies in the three databases and finally select 31 relevant articles. The analysis of the relevant papers allowed us to formulate conclusions related to the two investigated aspects: 1. The concept of digital creativity has two types of definitions—explicit and implicit; 2. The concept of digital creativity is correlated with other complementary concepts: digital competence, mobile networking creativity, multi-team digital creativity, the use of artificial intelligence, and digital innovation. Our findings support us in proposing ways to effectively use and stimulate digital creativity in the educational process and build 21st-century skills and competences for students of all ages and at all levels of education.

Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile technologies in the learning process among university students and academic staff. The MTQ was completed by 575 students from a state university in the northeastern region of Romania. Exploratory and confirmatory factor analyses revealed two latent factors: MT facilities for study resources and communication and MT facilities for learning. Along with general analysis of the statistical indicators regarding the attitude towards the use of MT, the relationships between the use of MT and five socio-demographic variables (gender, age, place of residence, year of study, academic status and study program) were analyzed. Comparative data showed some statistically significant differences but with small or modest effect sizes, depending on age, year of study, place of residence, academic status and the study program in which the students were enrolled. This study provides additional support for the construct validity of a brief tool that was designed to measure students’ attitudes towards the use of MT during learning activities carried out in higher education.

Opportunities and Difficulties in Conducting Internships in Higher Education from the Employers’ Perspective

The educational area is a social sector where the COVID-19 pandemic impact involves making many exponential changes. In many countries, the transition from face-to-face education to on-line education implies a revolution in the hierarchy of job domains/jobs offer. Young people’s career plans may be different under the impact of internal and external factors generated by this new context. Theoretical framework revealed that under the influence of the COVID-19 pandemic, the career decision-making process becomes more difficult to assume by taking into consideration the job nature, the sense of belonging, and the balance between passions and risks involved. By referring to these aspects a question arises: Will the pandemic also create a crisis in the career-making decision process for young people? The research group consisted of 108 undergraduates' from 12 grades, attending high schools from cities under 10,000 inhabitants. Hypothesis: There is a tendency to focus on training areas dominated by the practical aspects than the theoretical one as a result of the COVID-19 pandemic. We used a Romanian adapted version of the Myer-Briggs Type Indicator (MBTI) Questionnaire used in counseling and carrier orientation services for identification of professional interests of the students. The obtained results show that it is important for high school students to receive quality services for carrier guidance and psycho-educational support to prevent over-introversion and over-critical attitude about others and themselves, self-isolation correlated with a high level of sensing and sensitiveness.

The need to provide education for all has continued to be at a high level even now when access to education is easier and considerably wider than in the previous historical periods. There is a general causality as well as a specific one supporting this necessity. The latter includes an additional set of reasons which connect defining characteristics of disadvantaged learners with the limitations of the pandemic crisis and its effects on communication. They also continue to manifest themselves after the health restrictions have been lifted and further hinder communication and educational counselling, thereby imposing additional barriers to inclusive education. This study is a literature review through which we aim to make a synthesis of current communication and educational counselling new strategic approaches suitable for use in the post – COVID context for facilitating access to education for disadvantaged students. The objectives of the study are as follows: O1: to identify a set of strategies which correspond to the specific communication pattern and information needs of the children and teenagers nowadays; O2: to identify current educational counselling strategies which can be successfully used in the post - COVID context to enable well-informed career decisions for disadvantaged students; O3: to develop a formative intervention model for social inclusion of students from disadvantaged backgrounds. The study findings may be useful in school and career counselling in pre-university education, but also in collaborative approaches between pre-university and academia in order to facilitate the inclusion of the disadvantaged students.