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".

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.

Blended learning or mixed learning is a concept that refers to the blending of traditional (physical) learning methods and new learning methods based on e-learning (e-learning, m-learning). In recent years blended learning has gained considerable popularity in training and education and in higher education especially. In this era of technology, where electronic resources are accessible at all times, blended learning has an impact on both the teacher and the student. The teacher works better with the student, while the student becomes more interested in the discipline they are studying, using a number of methods and means that make learning more efficient and easier. The Internet allows the student to be in touch with the teacher, which has both advantages and disadvantages. An advantage is that learning can take place at any time and in any place, and the student has an integrated learning experience, while lack of face-to-face meetings with the teacher may be a disadvantage from the absence of direct guidance. The objective of this paper is to determine students' perceptions towards blended learning approach (which combines the traditional classroom learning, course-ware and web-based learning) in teaching and learning Economics. It also aims to identify the learning methods which students find attractive, useful and effective. In the study were involved undergraduate students enrolled in The Bucharest University of Economic Studies. A questionnaire was given to evaluate their perception towards blended learning and learning methods. From the findings, conclusion has been drawn regarding the investigated subject and recommendations have been made.

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.