In a world of the online, any company or organization attempts to remain on the market by any means possible. For this reason, in the virtual environment, marketing is reinventing itself. One of the marketing strategies used in the virtual environment is that of game elements introduction or even little games to attract new customers or to fidelize the current. Although at a first glimpse, gamefication is not an absolutely necessary strategy, gamefication could and should represent a new trend in counselling or education. Gamefication is an approach that uses game theory to increase user involvement in the proposed activity. Assuming that the game produces a state of relaxation and recreation, the proposed activity, regardless of the degree of difficulty is dealt and accepted by the user. This paper starts from the idea of using gamefication in online career counselling, just because induces the user a state of relaxation, state that usually does not accompanies career decision. We can add here the user/online client fear of being judged by a person- career counsellor, and being treated like a man who has a problem. Therefore, we propose in this paper an online game / application for career exploration and career advice. Firstly, we shall analyze advantages and disadvantages of this trend for online career counselling, then we shall try to describe the theoretical background of this game (Holland's theory, personal career map) and also the choices made for design step by step, and in the end we shall try to emphasize once more its usefulness. We believe that such a proposal can only revolutionize this field by making it more "user friendly".

Virtualization of approaches in learning and teaching has increasingly taken over, bringing added value to the quality in the educational act. Nevertheless, technological progress is faster than availability of users in using the most recently developed devices and applications. In such context, taking into account that recent approaches in education needs to keep track with technological developments, we are aware that the reactions to developments in e-education, including mobile learning, vary depending on stakeholders and/or types of approaches that are being used. In the present case study we intend to analyze the interest in using mobile learning among university students with taking into account the possible usage of such learning methods on traditional or blended education. Using quantitative analysis, we focus on interest in using m-learning, on possible reasons why students choose whether to use m-learning/m-teaching resources and on preference towards specific usages of such resources. The survey is conducted online among students from various faculties in economics, from within Bucharest University of Economic Studies from Romania. The current research does not focus on specific mobile technologies, nor on specific mobile applications, but on functionalities of such applications that could be used and specific features that could be encountered in such applications, towards a more user-friendly approach in e-education. Moreover, we focus on perceptions among students, without analyzing reactions of teachers towards interest in m-learning, such approach could make the focus of another research. We expect that students be more keen to use mobile learning, yet rather reluctant in possible use in evaluation. Mobile learning could be a possible solution for both traditional and online learning.

A good teacher must develop a wide range of basic professional skills, such as designing learning activities; learning process management and monitoring; assessment for learning activities; ICT integration and use in education; knowledge of students' characteristics and learning styles, counseling and personalized teaching; classroom management; institutional development and school-community partnerships. ICT integration and use in education is a professional skill required in several areas of the teaching process: designing and implementing learning situations, assessing student learning, research, communication, etc. The use of ICT in educational activities stems from the early stages of ICT and Internet development. Processing information using computers was initially related to research and only later to the educational process. In recent years, ICT have become a key element that upholds a modern educational approach in an advanced society, whether it is classical education (which requires attending classes) or whether it is distance learning (both within the institutional educational system and the alternative systems of continuing professional development). Students attending the Academy of Economic Studies can opt for pedagogical and methodological training by enrolling in courses at the Department for Teacher Training in order to prepare for a teaching career. By attending this psycho-pedagogical module the students gain the professional knowledge and skills required for a teaching profession. In this paper the authors aim to address the topic of ICT in economic education from the perspective of collaborative learning and to present a study on ICT use by Economics students preparing for a teaching career in terms of ICT integration into the design and implementation of educational activities in teachers' daily practice. The study is based on a survey questionnaire addressed to third-year bachelor's students and second-year master's students who, in addition to specialized training, have opted for pedagogical training courses. Data collection, processing and analysis enables the authors (a) to determine the extent to which the respondents use ICT in the design and implementation of educational activities and their view on the significance of information technology as a tool for learning (b) to make a series of recommendations aimed at developing ICT skills in Economics students that are also training for a teaching career.

Nowadays, the evolution of technology directly influences the daily life in all its aspects - from the way we follow the latest events to the way we communicate with other people. It’s a common fact that students use technology at home, for entertainment and more and more for educational activities. Inevitably, these influences are felt even in teaching activities. In present-day, education and school gave up the idea of the existence of an absolute and universal method, claiming a flexible, adaptable, and efficient methodology. Thus, taking into account the impact of technological evolution on the educational environment, efficient use of ICT can lead to an increased quality of education. Knowledge-based information society requires the use of technology as a benchmark of substantive changes in educational systems, this by itself attracting a number of challenges among both teachers and students. Starting with the set of digital literacy that each teacher must have in order to effectively use ICT resources, and continuing with their ability to harmonize classical forms of teaching-learning-assessment with modern technology, we can emphasize from the very beginning the importance of teachers' training in this regard. Thus, educational actors must be prepared to use effectively the resources generated by technological advances for increasing the quality of educational act. To what extent can we use these resources in teaching? What are the most effective technologies and tools used in teaching, learning and assessment? What are the limits, advantages, disadvantages and trends in using ICT? These are just some of the questions this article attempts to answer.

In tackling the digital divide, one of the eight pillars within the Digital Agenda for Europe 2020 is related to enhancing digital literacy, skills and inclusion, in the sense of improving e-skills levels in the labor force, with actions focusing on e-learning, with all actions having as overall aim to generate smart growth and creating jobs. As internet and social media have been gaining more and more importance in people's lives, with more and more tasks being performed online, and digital competences being more and more needed in professional lives, while aware that people from urban areas tend to be more open to using social networks in Romania, and that the selection of social networks used may predetermine specificities related to the communication processes and interests in socializing online, such means of communication becomes more and more present also in our learning and in our professional lives. In this framework, we are interested in analyzing the current state of art regarding social media, focusing in particular on the forms of using social virtual networks as tools for online lifelong learning and in assessing the efficiency of social networks as tools for online lifelong learning, including for professional career development. The methodology used is based on quantitative analysis (social inquiry, using questionnaires), targeting especially urban population that is present online. The results of this research may prove of interest for further development and renewal towards e-learning approaches. Such online learning endeavors may be further enhanced with use of social media, of social virtual networks.