Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

Since, in some higher education institutions, it is not mandatory for students to turn their webcams on during online classes, teachers have complained that their students have adopted this behaviour once the educational activities moved online due to the COVID-19 pandemic. Considering this, the present research aimed to identify the reasons behind students’ choice to hide their faces during online classes and find possible solutions to remedy the situation to enhance the educational process’s sustainability. Thus, this article presents the results obtained by applying an online questionnaire between December 2020 and January 2021 among the students pursuing an academic degree, recording 407 responses. The results highlighted the fact that more than half of the students participating in the study reported that they do not agree to keep their webcams on during online classes, the main reasons being anxiety/fear of being exposed/shame/shyness, desire to ensure privacy of the home/personal space, and chances that other people might walk into the background. The relevance of the research, besides the scarcity of studies on the topic, is also given by the fact that finding and understanding the reasons for this behaviour are, in fact, the first steps in undertaking regulatory interventions on it.

The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education.

This article aims to show the extent to which socially responsible Human Resource Management practices are implemented in multinational companies. As more recent studies highlight, the manner in which companies in Romania presently comprehend the social responsibility of their actions is mostly aimed towards the social component of the outer environment in which they function and less towards their own employees. In Romania, at the moment, there are only a few studies that catalogue the efforts made by companies in order to become more responsible towards their employees, or in other words, studies that present Corporate Social Responsibility (CSR) within its relationship with Human Resources Management (HRM). The research method we used for our case study was the semi-structured interview, applied on 32 respondents from the multinational companies carrying out their activities in the automotive sector in western Romania. Our study shows that multinational companies from the automotive sector are aware that CSR effects a series of long-term advantages, either externally-enhancing the company's reputation and consolidating its brand as employer, its competitive advantage on the market, its media visibility-or internally-fostering an organizational culture that may generate greater engagement from its own employees, and financial advantages.

The reduction, reuse, collection and recovery of recyclable materials are sustainable behaviors and people’s awareness of them plays an important role in implementing strategies and policies in this field. The quantitative analysis performed on a group of 816 students of Politehnica University of Timisoara, aimed at finding answers to important environmental concerns and observing the students’ behaviors of reuse and selective collection of the waste resulted from plastic containers, paper, aluminum, batteries, iron packaging waste, electronic equipment, used cooking oil and printer toner. The research has shown that ‘increased amounts of waste’ (63.5%) is among the first three concerns Romania has to deal with, besides ‘air pollution’ (67.9%) and ‘deforestation’ (63.7%). Moreover, the study highlights the existence of the behavior toward the selective waste collection among students (plastic – 60.3%, paper – 57.8%, and glass – 55.3%). although there are some areas (e.g., selectively collecting used cooking oil or printer toner, their level of knowledge regarding the color code for the recycling bins, etc.) that students still need to be familiarized with through different campaigns, trainings, courses, etc. The results can be used in the development of institutional strategies or of strategic documents targeting environmental protection and sustainable development.