Background: Over recent years, interest towards the use of immersive technologies has grown in parallel with the lowering of equipment costs: educators have started embedding them into their teaching practices at different levels of the educational system, from primary school to higher education. In general, immersive technologies are seen as suitable tools to live vicarious experiences, when the reality is hardly accessible, for instance due to safety issues.Objectives: In this paper, we focus on 360°videos with the aim of developing a more systematic and evidence informed approach to the understanding of the educational uses of 360°in different educational contexts.Methods: A scoping literature review approach has been adopted in order to obtain a comprehensive insight based on objective, replicable and transparent procedures. Results and conclusions:The review includes studies published from 2016 onwards.According to the findings, 360°videos are more suitable for disciplines requiring careful observation of how knowledge is transferred into practice and where practical scenarios are involved: 360°videos have positive effects on learning, especially referring to motivation, attentiveness, information retention and transfer of knowledge. However, as for learners' reactions, physical discomfort is reported, mainly associated with the use of HMD. In addition, challenges, and barriers to the educational use of 360°video should be further analysed, since up to now logistical constraints have limited the studies to a very small sample population, without the possibility of providing suggestions for a wider adoption at organisation and institution level.Implications: As 360°videos are reported to be promising in fostering learning processes, students' engagement, and information retention, further studies are recommend to cover the current gaps in the literature, particularly focusing on drawbacks and organizational challenges.

Predictive preventive personalized medicine Liver cancer is the fifth most common form of cancer worldwide [1], with an incidence rate almost equals the mortality rate and ranks 3 rd among causes of cancer related death [2]. The coexistence of two life threatening conditions, cancer and liver cirrhosis makes the staging challenging. However, there are some staging systems, e.g. the Barcelona staging system for Hepatocellular carcinoma (HCC) [3], that suggest treatment options and management. Whereas diagnosis in early stages gives hope for a curative outcome, the treatment regime for around 80 % [2] of the patients classified as severe stages only gears towards palliation [4]. An intra-arterial radiation approach, radioembolisation (RE) is ubiquitously applied as one of palliative approaches. Although, in general RE shows promising results in intermediate and advanced stage HCC [5], individual treatment outcomes are currently unpredictable. Corresponding stratification criteria are still unclear. We hypothesised that individual radioresistance/radiosensitivity may play a crucial role in treatment response towards RE strongly influencing individual outcomes. Further, HCC represents a highly heterogeneous group of patients which requires patient stratification according to clear criteria for treatment algorithms to be applied individually. Multilevel diagnostic approach (MLDA) is considered helpful to set-up optimal predictive and prognostic biomarker panel for individualised application of radioembolisation. Besides comprehensive medical imaging, our MLDA includes non-invasive multi-omics and sub-cellular imaging. Individual patient profiles are expected to give a clue to targeting shifted molecular pathways, individual RE susceptibility, treatment response. Hence, a dysregulation of the detoxification pathway (SOD2/Catalase) might indicate possible adverse effects of RE, and highly increased systemic activities of matrix metalloproteinases indicate an enhanced tumour aggressiveness and provide insights into molecular mechanisms/targets. Consequently, an optimal set-up of predictive and prognostic biomarker panels may lead to the changed treatment paradigm from untargeted "treat and wait" to the cost-effective predictive, preventive and personalised approach, improving the life quality and life expectancy of HCC patients. Keywords: Market access, Value, Strategy, Companion diagnostics, Cost-effectiveness, Reimbursement, Health technology assessment, Economic models, Predictive preventive personalized medicine Achieving and sustaining seamless "drug -companion diagnostic" market access requires a sound strategy throughout a product life cycle, which enables timely creation, substantiation and communication of value to key stakeholders [1, 2]. The study aims at understanding the root-cause of market access inefficiencies of companies by gazing at the "Rx-CDx" co-development process through the prism of "value", and developing a perfect co-development scenario based on the literature review and discussions with the ...

Scientific knowledge and skills are key aspects needed to be active citizens able to make informed decisions regarding scientific questions that may arise from everyday life and in this respect, formal education plays an important role. However, the Italian context showed a low level of scientific competence and knowledge in students of secondary schools. An appropriate integration of digital technologies into STEM teaching practice may help in promoting learning retention and interest towards the discipline, thanks to the several affordances of Information and Communication Technology (ICT) for STEM education This study explored teachers' experience and perceptions of STEM teaching collecting data about their practices, and their perception of opportunities and challenges of using ICT. With the support of the Scholastic Office of Tuscany, a survey was carried out through an online questionnaire addressing Italian STEM teachers and including questions on their experience in STEM Teaching and on their use of Digital technologies. The questionnaire was filled in by 234 Italian teachers on a voluntary basis. The results reported the description of teachers' practice for STEM teaching, in particular showing the widespread use of Guided Discovery strategies and the main challenges they faced to stimulate students' interest in the discipline. Teachers believe that the major difficulty that students encounter is the transfer of knowledge to the real world. From a technological point of view, teachers often integrated them during STEM lessons, while those not using them claimed the difficulty in accessing technological tools in the Institute and the lack of confidence in the use of technologies for teaching. Thus, these results highlighted, on one side, the teachers' need for an improvement of the infrastructure of the institute and, on the other side, a need for training about the integration of digital technologies into the teaching practice, thus overcoming the challenges and hurdles they faced in their current practice. This requires an approach that involves the whole Institute, creating synergy and collaboration between all school actors.

This chapter introduces the relevance of the digital technologies for a constant update of the teaching and learning practices in the Higher Education and the challenges to cope with for their effective development, especially in the pandemic and post-pandemic period. The Erasmus+ project SEPA360 aiming at introducing the emerging technology of video 360° as a tool for helping the students in enhancing their capability in learning is then presented together with the activities carried out in the SEPA360 Consortium.

This chapter focuses on the perception of the students about the video 360° and their didactic value in the academic teaching. The results of an online survey, administered to more than 200 students in three European countries who followed an academic course where a video 360° was used, are then presented and discussed highlighting how, despite the relative novelty of this tool for academic teaching, the results seem quite promising for their further adoption in the Higher Education.