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The purpose of this study is to identify the level of well-being and how it differs among university students. The concept of well-being is an integral, multifaceted and multifunctional notion. Therefore, it has to be analysed from several perspectives. However, in-depth accounts of psychological well-being has to explore people's sense of whether their lives have purpose, whether they are realising their given potential, what is the quality of their ties to others, and if they feel in charge of their own lives. In order to assess the level of well-being, the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) was utilised. Participants for this study were 60 first-year students, with 30 students from humanities, and 30 students from sciences. To test the third hypothesis, 15 males and 15 females were invited to participate. Results reveal a higher level of well-being among the sciences students. According to gender, males displayed higher level of well-being than females. This work strengthens the conceptual foundations of well-being among university students. &nbsp

Our scoping review of the literature explores data related to the influences of modern technologies in education between 1998 and 2018. This comprehensive search method was made using ProQuest, Springer Link and Science Direct Journal databases. The search strategy led to the review of 264 studies, of which 33 were identified as relevant to this research. The methodology used is the scoping review, and it is developing a background to investigate both positive and negative impacts of predictors’ variables related to the use of modern educational technology in education. We point out four distinct digital technologies with which educational strategies can be improved: laptop, software, internet and social network. We aim to identify the strengths, weaknesses, opportunities and threats related to the modern technologies used in education. This paper contributes to deeply understanding the evolution during the past 20 years of the main digital educational tools. This study has an innovative feature because it extracts the frequency of strengths, opportunities, weaknesses and threats highlighted by the use of modern technologies in education. A brief history of the development of new digital tools, a comparative analysis of them and a few recommendations for future research directions was provided. &nbsp

The article «Motivation for teaching career» analyses the motivation why people choose the didactical career, starting from a theoretical approach to finalise with practical conclusions obtained researching motivation factors in didactical career and modern teacher’s profile in interior of a globalise society, marked by accelerated changes. Thus, the research is designed to determine the similarities and diversity of the motives for choosing this profession. There were between subjects three groups – those without jobs (students who only project their motivation), people who worked for three to fifteen years and people who worked only in the educational public field. There are oppositions between teachers and another categories of people who work regarding motives for doing that career they have. There is a dominant aspect resulted from our research, there is a specific profile of person who choose to become professor, intrinsic motivated and it is pretty similar in all studied counties., L’article «Les motivacions per a la carrera docent» analitza els motius pels quals les persones decideixen fer de professors, partint d'una aproximació teòrica, per acabar amb conclusions pràctiques obtingudes a partir de la investigació dels factors que motiven la carrera didàctica i el perfil del professor modern en el marc d’una societat globalitzada, caracteritzada per canvis accelerats. D’acord amb això, la investigació s’ha dissenyat per tal de determinar les similituds i la diversitat de motius existents per escollir aquesta professió. En la investigació, hem diferenciat tres grups: (a) persones sense pràctica laboral (estudiants que només compten amb la seva motivació), (b) persones amb experiència laboral d’entre tres i quinze anys) i (c) persones que treballen només a l’àmbit educatiu públic. Aprofundirem en la diferència entre mestres amb vocació i altres categories de professors que treballen per altres motius, com, per exemple, la necessitat d’exercir una professió, i es troben obligats a exercir com a docents. Un dels aspectes dominants, resultat de la investigació, és que existeix un perfil específic del professor que escull aquesta professió per motivació intrínseca i aquest perfil es repeteix amb freqüència en tots els països analitzats.