Sustainable use of resources is an act of social responsibility, in which all the factors that benefit or exploit that resource are involved. Education, with its most important goal—finding a place in the labor market in the form of a career—is a process that involves multiple financial, human and institutional resources. The present study analyzes to what extent the careers that young people in Romania build correlate with their personal interests. Using the Holland Test, the interests of a group of engineering students were identified. It was observed that there are three typologies of people: those who have chosen their field of study according to their interests, those who are interested in interdisciplinary fields of which engineering is a part and the third category, who have no interest in the field of engineering. The percentages of the three categories are approximately equal, which should determine the change of educational policies in Romania, in the sense of promoting and practicing career guidance for the early discovery of young people’s interests and the sustainable convergence of all resources towards them.

The COVID-19 pandemic has had global effects on all industries and on people around the world. The COVID-19 pandemic has had repercussions both politically and economically, as well as on society and the individual, i.e., on the human psyche. Although the effects on the human psyche have been highlighted in research, the well-being of the individual in correlation with social perception have not been addressed in this context but in different situations. The review of the relevant literature has also identified a knowledge gap concerning online vs. face-to-face learning, from the perspective of psychological, pedagogical and managerial factors. The present study aims to address the relationship of well-being—social perception—academic performance during the COVID-19 pandemic on a group of students from the Faculty of Engineering in Sibiu, Romania. Three types of instruments were used to evaluate the studied characteristics: the Warwick Edinburgh Mental Well-being Scale (WEMWBS), the SKS method for generating feedback and the grid for assessing knowledge. The results showed the increase of the three parameters studied, after quarantine. The conclusions of the research are that, despite the greater variation in mood, caused by stress, anxiety and tension, the well-being of the subjects increased and the positive feedback provided increased significantly. The results lead to the formation of a positive self-image of students, which also has an impact on learning outcomes.

Organizational skill is a transversal competence, which is formed through concrete life experiences. On the labour market, organizations want high-performing employees with developed organizational skills. The approach of training the organizational competence is inductive, starting from personal life, competence formed through voluntary exercise, and continuing by practicing and improving it during school life and at work, through ways offered by academic education and management, but also through organizational skill management. This paper aims to analyse the concept of organizational skill, from the perspective of mental mechanisms involved in its formation, as well as human resource management strategies, applied at the level of university education. Approaching the organizational skill from both perspectives, the competence will lead to a new lifestyle and workstyle oriented towards performance and success. The level of organizational skill of students was analysed, based on a questionnaire to assess organizational competence and a practical test of organization. Following the analysis of the results, it was observed that a small number of young people are very well organized, and their resistance to change is quite high. Finally, the study offers possible school management strategies for training and developing organizational skills, leading to a successful lifestyle and work.

Every person can be described by his behavior in certain situations, but also by the motivation of his actions, a motivation that reflects the individual values. The set of values of each individual is reflected in the everyday tasks, the way of communication, the degree of success of his actions. The higher the values apply in a wider area of life, the higher the personal satisfaction of the individual. Personal values are the internal standards and, at the same time, the inner force that determines us to learn, work and live in a certain way. The paper presents a study of a group of 116 engineers from different fields who sought to identify personal values in order to improve communication at the workplace. It was used The Inventory of Personal Values that measured the analyzed variable. The findings of the research are that management strategies that value the practical and organizational spirit of engineers improve workplace communication, increase employee performance and improve their well-being.

This study explores the relationship between academic motivation, Machiavellian traits, and lying tendencies among Romanian engineering students, with a focus on how these psychological variables influence academic performance. Data were collected from 706 students using the MUSIC Model of Motivation, the Machiavellianism Scale, and the Lie Attitude Questionnaire. Statistical analysis included Spearman correlations, regression models, and moderation analysis using PROCESS Macro (Model 7). The results showed significant negative correlations between Machiavellianism and all five motivational dimensions (e.g., ρ = −0.259 for Empowerment, p < 0.001), as well as between lying tendencies and motivation (e.g., ρ = −0.206 for Empowerment, p < 0.001). Surprisingly, Machiavellianism had a positive effect on academic grades (β = 0.107, p = 0.043), suggesting strategic academic behavior. Motivation was a stronger predictor of performance among female students. These findings highlight the importance of promoting ethical, intrinsic motivation in university settings and call for thoughtful integration of behavioral variables into academic success models.