The paper presents a few arguments that have been identified in the special literature and which are less known, regarding the low motivation of the present generations of students for learning,, respectively of the diminishing of the percentage of adults who participate in formation courses. The knowledge of these arguments is highly necessary to determine the teachers and the formators to reflect on them and, implicitly, to nourish the state of spirit necessary to increase the interest in enriching the knowledge regarding the oportunities of being trained in the virtual environment and of the blended learning.
Today's education, through the requirements of everyday reality-the attitude of the students towards school, respectively the difficulty of the adults in using their personal time, requires the educators and the formators to have new digital competences, which might help them to complete and/or alternate the traditional, collaborative learning from the classroom with sequences of individual and/or group learning, on e-learning platforms and in negociated time intervals, which are decided by the educated/formed people.
In the paper it is argumented the idea that the insertion in the didactic or formation scenarios of some personalized training sequences, which are corelated to the characteristics of the group and which are ellaborated with the help of some digital tools that are adequately chosen so as to stimulate the interactivity and the self-evaluation, will surely lead to the efficiency of the teaching-learning-evaluation process.
In the last part of the paper it is emphasized the idea of the necessity of the participation of the teachers and of the formators from the formation centers in European courses together with colleagues from different edcational systems, to experiment the novelty brought by IT in the area of the blended learning and to acquire new competences in the ,,art of teaching with the help of ITC".