How holistically is human creativity defined, investigated, and understood? Until recently, most scientific research on creativity has focused on its positive side. However, creativity might not only be a desirable resource but also be a potential threat. In order to redefine creativity we need to analyze and understand definitions, collocations, and consequences of creativity. In this paper, we reviewed 42 explicit definitions and 120 collocations. The thematic analysis of our data reveals that the vast majority of creativity definitions do not emphasize the positive/negative aspects of the concept. Neither are the negative aspects of creativity emphasized in its numerous collocations. Thus, we propose a comprehensive definition of creativity and a three-dimensional analytical framework for investigating its consequences, positive and/or negative. Finally, we highlight the need to move to a new era of conscientious creativity, in which all humans are considered able and wise enough to create something ethical and constructive for everyone in society. 1 We consider as a starting point of the scientific study of human creativity the presidential address of Joy Paul Guilford (

Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.

Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education inlife-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in distance lifelong learning programmes in the University of Patras’ Educational Center for Life-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants’ satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-Learning programmes that used active learning methods to achieve high learners’ satisfaction towards deep and meaningful learning.

Cybersecurity professionals face increased demand to acquire the knowledge and develop the skills required to keep citizens safe from cyberattacks, predict the latter with scientific methods, and advance citizens' social awareness. A proactive multidisciplinary approach against cyberattacks is effective via the combination of multidisciplinary and multi-professional knowledge. Increased public awareness with total quality multi-domain knowledge and social computing skills is likely to decrease cyberattacks' victims and improve cyber systems quality in general. This chapter 1) outlines the basic multidisciplinary research needs and multilevel strategic steps to be taken for timely citizens' protection, and 2) proposes multidisciplinary strategic research approaches and multilevel adult education directions for improving cybersystems' total quality management through collaborative research and by focusing on: a) increasing public awareness, b) predicting cyberattacks, and c) utilising multidisciplinary and multi-professional knowledge in social computing approaches.

Social virtual reality environments, also known as 3D virtual immersive environments, are threedimensional computer-generated virtual spaces that are increasingly used in attendance-based and distance education. Thanks to their unique characteristics that separate them from two-dimensional virtual learning environments, social virtual reality environments can enhance distance education efficacy when used in combination with applying instructional methodologies such as situated learning, experiential learning and game-based learning.