Cristina Cautisanu

The present study, centred on?customer online shopping behaviours, aims at?analysing the frequency of?vegetable acquisition and its main determining factors, while considering different methods of?payment, i.e. cash, debit card, and bank trans...

Economic activities are directly supported by the natural environment, and in this context, it has become crucial to analyse the phenomenon of decoupling economic growth from environmental degradation. The negative effects of economic activities on the environment are clearly visible, and understanding how to separate economic growth from environmental harm is of utmost importance. This paper aims to study the degree of the decoupling of economic growth, measured by GDP, from environmental degradation, quantified through CO₂ and HFCs emissions, at the level of each EU27 country in the periods 2008–2012 and 2013–2020. In the analysis, graphical representations and statistical tests were utilised. In the first period, most of the EU27 countries registered negative levels for the variables considered, placing them into the negative coupling stage. In the second period, the evolution of the decoupling process was visible in all the countries, enabling them to make a significant transition to the relative or absolute stages. Overall, the Nordic countries could be observed as examples of best practices, managing to achieve the most desired stage of decoupling, i.e., the absolute one. These results are important for a wide range of stakeholders implicated in the preparation of programs, projects and policies dedicated to achieving economic growth in a sustainable manner.

The Environmental Kuznets Curve (EKC) hypothesis has become a centre of interest for empirical research, as it serves to identify the relationships between economic growth and environmental degradation that will lead to a sustainable development path. The aim of the paper is to investigate these relationships for each of the EU15 countries, which are responsible for the largest amount of carbon dioxide emissions in Europe. Based on the results of the analysis of ARDL bounds cointegration approach, for the 1960–2019 period, it was found that there is a great diversity between the countries in the EU15 regarding the existence and shape of EKC, from the identification of N shape, Inverted U-shape or monotonic relationships to the absence of statistically significant relationships. Thus, there are countries that have managed to implement environmental protection measures early and now ensure GDP growth while significantly reducing CO2 emissions. The similarities and differences identified among EU15 countries can serve as a guide for EU policymakers in developing recommendations adapted to specific situations in order to facilitate economic growth taking into consideration environmental protection.

This research explores students’ digital competences level in three major universities from Belgium and Romania, based on a combination of seven core skills: communication and collaboration skills, creativity skills, critical thinking skills, information skills, problem-solving skills and technological skills. We applied a quantitative design based on an online survey, applied during March 2021–May 2022 using Confirmatory Factor Analysis. The study focuses on examining the qualifications and implementation of students’ digital abilities in Romania and Belgium, looking for similarities and differences. The results indicate that students from Belgium have higher average scores for communication and collaboration, information, and problem-solving digital skills than the other skills, while, in the case of students from Romania, creativity and technological skills have the highest average scores compared to the other digital skills. In addition, significant differences between countries regarding the average scores of critical thinking digital skills were not found. Although having a basic understanding of digital competences is advised, improved policies are required to promote the development of these skills as the skill sets needed for information and communication technology employees are more demanding.

Considering diverse national contexts, there are differences in the capacity of countries in terms of their ability to attain sustainability in its three main dimensions. The present study puts the economic, social, and environmental indicators face-to-face from 19 post-communist economies across the 2006–2020 period. It emphasizes the main vulnerabilities at the level of the analyzed countries, concentrates on these weak points, and offers concrete explanations regarding the main social and economic factors, exerting a negative influence on them. Consequently, placing climate and energy, with their major components, i.e., energy use, energy savings, greenhouse gases, and renewable energy, at the center of the analysis, as the major weak points of environmental wellbeing within the analyzed group of countries, the nature of the influence of human and economic wellbeing upon each of them is evidenced using panel data-specific methods (pooled, fixed, and random effects). The general results obtained showed the following: 1) the components of environmental wellbeing registered a different evolution among post-communist economies; 2) climate and energy components were the main vulnerabilities in terms of environmental sustainability; 3) these environmental components were closely linked to both components of economic and social dimensions; and 4) the determinants of energy use, energy savings, greenhouse gases, and renewable energy were different in the selected group of countries. This study draws attention to the fact that the patterns of development applied in the group of post-communist economies seem to strengthen sustainable goals, especially with regard to economic and human wellbeing. Moreover, while directing its focus on the main urgent environmental vulnerabilities and encouraging their strengthening by not putting the economic dimension in the center of interest, it supports the theoretical perspective of sustainable wellbeing, based on sustainability and ecological economics.

The increasing awareness of the impact of global climate change has brought bio-based projects back into consideration. Thus, having as supports the reality of the troubling scenario that threatens the entire ecosystem and the up-to-date theoretical discourse and debate on sustainable development, this article aims to investigate the socio-economic and institutional determinants that trigger the dynamics of the bioeconomy value added indicator—a valuable instrument developed and recently launched by the EU’s BioMonitor project. Using a panel corrected standard errors framework, we find that investment in human development along with innovation, the growing role of women and sound public governance have a positive effect on the transition towards a durable and resilient bioeconomy at the European level. This naturally implies that a combination of social and technological innovation can ensure the rise of a sustainable bioeconomy.

Digital literacy is among the mandatory abilities to any higher education level and represents a fundamental ingredient in successful professionalization. Considering the deep penetration of digital technologies in everyday life, digital literacy offers a set of transversal skills that could improve a whole area of activities, from banking operations to civic participation. However, these skills are diverse and vary according to the development of technologies and society. This study fills an important academic gap on digital literacy by placing it in a specific and well-defined context, analyzing different perspectives that involve such learning, such as predictors of digital literacy in different types of students. In addition, research increases its importance as it is being developed during the pandemic, a period characterized by accelerated technological use and sudden changes. This research used a quantitative design based on the answers to a questionnaire conducted from March 2021 to May 2021. From a methodological perspective, we tested several hypotheses using one-way analysis of variance (ANOVA) and confirmatory factor analysis (CFA) within the structural equation model (SEM). The results show that communication, critical thinking, problem-solving, and technical digital skills are more present in the case of students enrolled in social sciences, while other digital skills (i.e., creativity and information) are more prevalent in the case of humanities students. Moreover, the results showed that, except for creativity and problem-solving-related digital skills, all of the digital skills were significantly influenced by students’ different levels of education.

The actual development challenges impose new criteria of national performance evaluation, the concept of wellbeing tending to be measured not just in terms of economic and social dimensions, but also vs. the environment. Accordingly, considering the national environmental performance among the EU countries in 2006–2019 period, we grouped them and concentrated on the clusters registering the highest and lowest levels, analyzing how the components of the human and economic dimensions influence it. Applying panel data models, our main results emphasized that, firstly, for the countries with a better environmental performance, sufficient drinking water, safe sanitation, education, gender equality, and good governance were significant; in the countries with the lowest levels of environmental wellbeing, sufficient food, sufficient to drink, education, and income distribution were insignificant, while the remaining components were relevant. Secondly, in both groups of countries, organic farming and public debt were significant; nevertheless, differences were observed for genuine savings and employment, for which the peculiarities of economic activities seemed to be materialized as different influences upon environmental wellbeing. Our study draws alarm signals regarding the development patterns applied in the EU, seeming to have results that strengthen the sustainable goals, but not sufficient for exceeding the traditional growth-oriented model.

Given the current context, with phenomena such as dramatic climate change, water, air, soil pollution, etc., the complex relation between environmental degradation and economic growth is intensely debated in the academia as well as in worldwide politics. This study examines the relationship between carbon dioxide emissions, gross domestic product, energy consumption, and urbanization rate in Romania and Bulgaria over 1980–2019 period. For this purpose, we have applied the ARDL bounds testing approach and, to validate the robustness of the results, we have used the VEC Granger model. The results showed that there are long term relationships between CO2 emissions per capita and the determinant factors taken into account in both countries; however, while the inverted N-shape of EKC is significant in the case of Bulgaria, this does not happen in the case of Romania although the model which includes the inverted U-shape of EKC is significant for both countries. Considering the fact that both Romania and Bulgaria are emerging economies which, despite having made significant progress, are still in search of a path towards sustainable development, such a study may constitute a good starting point and may suggest some action directions in terms of sustainable development policies.

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.