It is necessary to introduce changes in teacher education in order to include the acquisition of competences necessary for the technology-enhanced learning process both organizing the learning process and developing new and innovative didactic means that promote learning as well as using digital technologies that nowadays has become an integral part of any teacher's and university lecturer's competence in the learning process to perform qualitatively their work. Despite the fact that teaching/learning methods used in the education system in the world have been explored, different studies on advantages and shortcomings of these methods have been performed there still are no serious reviews on the effectiveness of applying technology-enhanced learning methods in the contexts and environments of different school subjects. In order to close this gap serious research has been carried out using the latest scientific literature found in Web of Science data basis to work out a scientific review on the effectiveness of applying TEL in the educational environment.

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As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.

Higher education for health care professionals faces numerous challenges. It is important to develop and apply methods supporting education, especially the practical skills. This scoping review aimed to explore the activities and learning outcomes of digital technology in practical skills teaching and learning in higher education for the social and health professions. Scoping review recommendations and the PRISMA-ScR checklist were applied. Randomized controlled trials published between 2016 and 2021 involving students in higher education who were taking courses in the social sciences and health care and reported interventions with digital technology activities and practices in practical teaching and learning were included. The CINAHL Plus, PubMed, Scopus, ERIC, and Sociological Abstracts/Social Services Abstracts databases were searched. Teaching methods were blended, e-learning or other online-based, and digital simulation-based activities. Teaching and learning environments, methods, resources, and activity characteristics varied, making a summary difficult. Interventions were developed in a face-to-face format prior to digitalization. The outcomes were measured at the knowledge level, not at the performance level. One-third of the studies showed a significant improvement in practical skills in the intervention group in comparison to the control conditions. The use of digital technology in the learning and teaching process have potential to develop of students' skills, knowledge, motivation, and attitudes. The pedagogy of technology use is decisive. The development of new digital methods for teaching and learning practical skills requires the engagement of students and teachers, in addition the researchers.

Early school leaving (ESL) has become a problem plaguing many different countries around the world and several different solutions are being searched for. Gender, as a factor in early school leaving, has become a popular research topic among many researchers and has been displayed by recent OECD results that have shown that boys are dropping out of the education system more. Researchers are still debating whether or not the processes in school are inadequate for boys and so they're excluded out of the education system, the learning process is mostly organized according to the needs of the girls, not taking into account the boys' learning needs, and how the boys organize information and how do they find it easier to learn etc., or whether they are factors that are outside the school environment, which makes them leave the education system early. For example, the lack of support from parents, the desire to become independent and a desire for success, which they are unable to experience in school, a problem that is also related to motivation problems. The idea behind the Erasmus+ project "Robotics-based learning interventions for preventing school failure and Early School Leaving" is to use robotics learning strategies to lessen the risks of early education leaving. Students from partnering schools in Greece, Italy and Latvia were chosen to participate in the project activities according to certain early school leaving criteria. Out of 101 students 77 were male and 24 were female students, making it clear already at this stage of the project that boys are more subject to risks of early school leaving, even in the partnering schools. The robotics activities were organized for everyone equally regardless of their gender. The main objective was to spark the students' interest in the learning process, promote their problem-solving skills, promote their motivation and lessen the risks that they face every day in schools. The robotics activities were aimed at students' getting actively involved in programming, testing their knowledge and constructing new knowledge. At the same time, mutual cooperation among the students was promoted, because they had to work in groups with one robotics set, thus promoting the ability to communicate, support each other, discuss the knowledge to be acquired and solve problems. Regardless of the fact that everyone involved enjoyed participating in the activities, more positive feedback was received from the girls involved in the project. The aim of this paper is to analyse-are there gender based differences in how robotics-based learning activities tackle risks of ESL.