The impact of digitalisation and technological change on teaching and learning has been deeply investigated by several authors and research groups to underline a shift in the culture of education, social change and lifelong learning. Another focus of the argument is the sustainability matter of education, which makes us consider several aspects of digitalisation in the contexts of effective knowledge transfer and skills development to support effective and efficient learning ecosystems in a digital economy (Wilson, 2017).

The work we are reflecting on here is entitled Pedagogy, Innovation, Technology, Digital Culture – New Dimensions of Digitalisation. It offers a critical reflection on four identical challenges of pedagogy to generate developments of digital pedagogy as a frame of necessary means and methods to support quality teaching and learning constrained by technological changes. This monography is an accurate summary of trends, initiatives and issues tied up with digitalisation as a process strongly emphasized by IT innovations like Artificial Intelligence.

The combined influence of globalisation, ICT and the immense spread of knowledge has generated an overall change in our lives, and in almost all of its aspects to face challenges and difficulties with lots of uncertainties. In his book, Molnár argues that we can only adapt to such a scale of change and challenge by holding the skills necessary to cope with the dominance of digital technologies and devices, both at the workplace and in other communities, in order to promote lifelong learning through flexible and innovative forms of knowledge transfer. Education quality plays a key role in such directions to prepare the workforce and citizens to cope with the use of various devices in the digital age. Therefore, the author has examined strategies, reforms and trends of particularly successful education systems.

Another valuable aspect of the book is its four dimensions as chapters discussing the specific roles of education with expected inputs. The first chapter deals with global and local concerns towards sustainability with its manyfold constraints towards education as a system. Accordingly, the chapter indicates the impact of ICT and the role of information to force almost all to cope with the search for and use of information mainly through ICT-based digital tools and software. Such concerns make it inevitable to relate the said trends to scenarios of education and the needs of its systematic development through structural changes and methodological innovations.

The second chapter points out the nature of the dynamic formation of digital firms within digital economies referring to Industry 4.0 and related consequences for the sectors of the economy shaping not only industries but also agriculture and the service sector in terms of structure and vocational implications and emphasizes new forms of employment through changing skills demands.

The third approach takes us to digital citizenship, a matter which resonates with digitalisation in the essence of life quality, in making things be managed profoundly by shaping social roles and responsibilities with ethical questions regarding equality, equity and social cohesion. Molnár, accordingly, argues for digital education and digital learning to be developed by well-prepared programmes by experts in the field with concerns for innovative tools and methods turning technological innovations to bridge the gap of access, effective usage and potential feedback.

The fourth point reflects on the realities of robotics and artificial intelligence providing a frame of how digital technologies may help formulate new scales of production, data-processing, reflections and feedback, but also to shape learning with particularly new and undiscovered choices and limitations referring to human potentials and constraints which call for several interventions for more effective regulations. Yet, as Molnár underlines, for a more coherent formation of spaces of digital learning, tools like MOOCs are necessary and the promotion of additional digital tools in the scope of AR and VR to support learning with better understanding and reasoning.

The focus of this publication will help readers follow the discourse on changing pedagogical concerns about digitalisation, technological advancements and innovation in the scope of quality and effectiveness. However, the topic of the book calls for something more and this is to underline the roles and responsibilities of universities in the provision and promotion of lifelong learning with the twofold perspective of employability and active citizenship. Universities, like the one represented by Molnár, have a profound role in the establishment and extension of knowledge and continuous skills development in STEM, but higher education institutions also have responsibility for the development and promotion of active citizenship by making use of digital tools and digital education methods for the benefit of learners and learning communities. On the one hand, Molnár's book is an example of connecting some trends of digitalisation and technological change for the conscious use of digital pedagogies. On the other, Molnár demonstrates the benefits and added value of digital pedagogy if its means are applied in a well-designed manner to enable learners to reach their objectives with appropriate guidance and mentoring.

Based on these reflections, we highly recommend this publication for reading as it reflects not only the benefits of digitalisation and technological developments of educational changes and challenges but also highlights some key issues of limitations and potential dangers of digitalisation upon human thinking, reflection and reasoning. New pedagogies may integrate such approaches to integrate this topic into transformative pedagogies with care and attention.