It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

The Master's Program in Management and Ecological Tourism combines sustainability and tourism in an educational program, in a high quality education program, with professionals and experts, in a multidisciplinary and interdisciplinary approach that allows improving product competitiveness and increasing cultural, social and environmental sensitivity. In order to determine the role of academia in sustainable tourism, we asked experts in the area. It should be to unify tourism development with sustainability, which requires knowledge applied to management. The demand for qualified personnel grows as this type of tourism increases. There are no educational alternatives to professionalize sustainable tourism. It is a fact in this field that local graduates do not find an outlet in the labour market, while companies complain that graduates do not respond to their needs. So, there is a mismatch between training and the labour market in Sustainable Tourism, which generates a training need. The areas in which education is needed are management, good practices, administration, economic resources, marketing and communication. The students are professionals and recent graduates. Professionals want to apply concepts of sustainability to their work, to expand knowledge and start new projects or to undertake an ecotourism project. Recent graduates have a sustainable mentality and lifestyle and want to orient their professional life in this sector and deepen knowledge about ecotourism. This program is taught online, and often this causes contradictions, so students were asked regarding the advantages and disadvantages of e-Learning methodology. The advantages of studying online are self-organization of time, self-taught research, comfort, costs savings, possibility of studying anywhere, to be able to combine master with work and daily life conciliation. Regarding disadvantages, some students do not see any, and other say there is no direct contact with teachers or other students, they don't live the university environment, the sensation of "loneliness" and difficulties in understanding.

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