Florentina Ecaterina Joga

The COVID-19 pandemic has compelled educational institutions to adopt online teaching to continue activity even when distancing was necessary. While the pandemic has had a detrimental impact on education, it has been demonstrated that online learning is superior to learning alone. This paradigm change in the delivery of education has made it possible for online programs to be considered outside of the pandemic. For countries with weak infrastructure in certain locations, which makes it difficult for all children to attend school every day, especially during harsh weather conditions, online learning might be utilized to provide continuous learning for all pupils. It can also be employed in circumstances where illness prevents students from attending class if online teaching is also available. Prerequisites for online teaching can be assessed based on the challenges that schools and pupils encountered during the pandemic. The present study was based on a survey, in which 522 teachers from different categories of Romanian schools participated. Differences in the digital means and attendance to online courses were analyzed based on the school's funding (public vs. private) and the school's environment (rural vs urban). The outcomes have revealed variations based on each of the analyzed categories, which can lead to a better understanding of how schools and students can be supported regarding the integration of technology in the teaching and learning process.

The COVID-19 pandemic has forced education institutions to adapt by using online tools to continue teaching when distancing was required. While the pandemic has had a negative effect on education, online learning has proven to be better than learning alone. This new paradigm shift in the way teaching can be delivered has paved the way for online classes to be taken in consideration outside of the pandemic. For countries which have a poor infrastructure in some regions, that makes it hard for all children to arrive to school daily, especially during harsh winters, online teaching could be used to offer continuous learning to all students. It can also continue to be used in some cases where classes cannot be attended due to illnesses. It is relevant to further study the impact of online learning within different schools from different regions, and to recognize the shaping factors for online teaching. The present study was based on a survey, in which 522 teachers from different categories of schools participated. Differences between the teaching processes during the pandemic have been studied based on the school’s funding (public or private), the region the school is based in, and the level of education that teachers provide. Results have highlighted differences based on all the studied categories.

This paper considers sport as a driver for politics and economics green incentives. While there are dichotomies in between green politics and economics, sport acts like a catalyst in between the two, by making use of its social dimension. In this respect, a stakeholder perspective is encouraged, especially when considering Corporate Social Responsibility coupled with ESG principles and non financial reporting. Sports is a 1.3 billion dollars industry that can set certain good practices and in this sense its “sport for development and peace” should be understood in broader terms. Social audits should be more extensive in order to capture better the links in between social, environment and governance factors, as reports from sports industry recently showed.