In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.

Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet. Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational field do not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her own development/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them in education and in particular in the teaching activity. The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and the development / adoption of best practice in teaching and learning with web 2.0 in higher education (HE). The article main objectives are: • to introduce theoretical aspects of using Web 2.0 technologies in higher education • to present models of integrating Web 2.0 technologies in teaching, learning and assessment • to identify the potential benefits of these technologies as well as to highlight some of the problematic issues / barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education • to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector.

Loved equally by the young and the not so young, the social networking site Facebook has become a significant part of students’ life. Consequently, more and more university teachers embrace the idea that it can also be used at an academic level and not just at a social level, and that it can be used for many different things / purposes connected to (formal) education. In this context our paper focuses on how students perceive the use of the social networking site Facebook for academic purposes and how / if they integrate it in their learning, training or other (extra) educational activities. After a short presentation of Facebook's features, we’ll review its educational value from published research studies. In order to investigate how students are engaged in Facebook academic activities, an online questionnaire was applied to our first year students in the academic year 2010. We found that the majority of students spend significant time on Facebook more for social uses (to stay in touch with friends and family, to share / tag photos, to engage in social activism, volunteering etc.) and less for academic purposes, even if they take part in discussions about their assignments, lectures, study notes or share information about research resources etc. © 2011 Published by Elsevier Ltd

The penetration of intelligent applications in education is rapidly increasing, posing a number of questions of a different nature to the educational community. This paper is coming to analyze and outline the influence of artificial intelligence (AI) on teaching practice which is an essential problem considering its growing utilization and pervasion on a global scale. A bibliometric approach is applied to outdraw the “big picture” considering gathered bibliographic data from scientific databases Scopus and Web of Science. Data on relevant publications matching the query “artificial intelligence and teaching” over the past 5 years have been researched and processed through Biblioshiny in R environment in order to establish a descriptive structure of the scientific production, to determine the impact of scientific publications, to trace collaboration patterns and to identify key research areas and emerging trends. The results point out the growth in scientific production lately that is an indicator of increased interest in the investigated topic by researchers who mainly work in collaborative teams as some of them are from different countries and institutions. The identified key research areas include techniques used in educational applications, such as artificial intelligence, machine learning, and deep learning. Additionally, there is a focus on applicable technologies like ChatGPT, learning analytics, and virtual reality. The research also explores the context of application for these techniques and technologies in various educational settings, including teaching, higher education, active learning, e-learning, and online learning. Based on our findings, the trending research topics can be encapsulated by terms such as ChatGPT, chatbots, AI, generative AI, machine learning, emotion recognition, large language models, convolutional neural networks, and decision theory. These findings offer valuable insights into the current landscape of research interests in the field.

Within the European Commission’s Digital Education Action Plan (2021–2027) and the DigCompEdu framework, our research focuses on the competence area of teachers’ assessment practices and needs. We designed a 24-item online questionnaire for Romanian higher education teachers who are using digital technologies for assessing students’ learning, learning outcomes and practical skills. The present paper analyzes how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May–June 2022, therefore attempts to identify the main concerns, challenges and obstacles higher education teachers encounter when designing and using digital assessment. Our findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. The ANOVA analysis reveals variations among three groups categorized by self-reported digital competencies in their utilization of digital tools. Responsible knowledge-sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. Our study advocates for a transformative shift towards AI-based pedagogy, emphasizing personalized learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles.