In an increasingly changing world, critical thinking is one of the key skills that ensure organizations’ competitive advantage. Thus, in higher education institutions, there is an accelerating emphasis on developing critical thinking (CT) among students. This paper presented the results of three experimental courses (pedagogy and didactics of financial accounting, virtual learning environments in economics, and business communication), using a blended learning method, aimed at improving students’ CT skills. The three courses were delivered by both higher education teachers and trainers from the labor market. After analyzing the data from the three experimental courses, it will be possible to assess whether the intervention of labor market trainers contributed to the improvement of students’ critical thinking skills, and in particular, at the level of which these component improvements have been identified.

This study delves into the resilience and adaptability of employees within the volatile, uncertain, complex, and ambiguous (VUCA) business environment, examining their readiness to manage effectively and the organizational agility in navigating change, alongside the impact of sustainable investment practices. Employing quantitative methods, a survey was conducted among employees at two pivotal moments: during and after the COVID-19 pandemic restrictions. Factorial analysis revealed a strong preference for participatory work styles and highlighted the critical need for employee involvement in significant decision-making processes. Although the value of sustainable investments was recognized, a noticeable gap was found in employees’ understanding and adaptability towards these investments. The use of the Wilcoxon test illuminated the significant impact of external disruptions, such as the pandemic, on organizational operations and preparedness. The findings underscore the imperative for organizations to champion continuous learning and training, enabling strategic and innovative responses to the challenges unique to the VUCA world. By aligning adaptive interventions with the demands of the VUCA environment, organizations can define a clear trajectory towards sustainable growth and enhance their proactive stance against sudden shifts in the business landscape.

The accelerated transformations in the education system marked by volatility, uncertainty, complexity, and ambiguity (VUCA) require a rethinking of pedagogical approaches. The VUCA environment requires a new educational management system in line with new technological trends in order to respond effectively to all the internal and external factors that may affect the quality of teaching. A particularly important course of action is updating teaching methods by combining traditional teaching methods with new interactive methods that promote the introduction of certain digital applications during the teaching of new topics. In this sense, the quantitative research carried out in the present study among second-year students from the psycho-pedagogical program organized by the Bucharest University of Economic Studies, Romania, has highlighted the fact that innovative teaching methods are more effective, contributing to the development of personality and communication skills among pupils and students. Also, the results obtained after applying the Mann–Whitney test showed that there is a significant difference between students involved in different educational activities and those who do not have contact with the educational environment in terms of perceiving the volatility, uncertainty, complexity and ambiguity of the educational environment. At the same time, in the context of the VUCA world, in order to ensure the effectiveness of the teaching–learning process, teachers need to develop new skills such as stress management, adaptability, creativity, technological skills, and time management. Addressing the specific competencies that teachers need to acquire in order to improve their teaching and to respond effectively to the volatility, uncertainty, complexity and ambiguity in education, this study contributes to the creation of a sustainable education system, which is able to cope with all transformations (technological, legislative, socio-economic, etc.). The article is based on the results obtained in the postdoctoral research conducted at the end of 2024.

Telework has become a crucial element of the modern business landscape, driven by transformations sparked by multiple global crises. The transition from traditional, in-office work to telework, sometimes mandated by revolutionary circumstances (such as the COVID-19 pandemic), has highlighted both the advantages and challenges associated with this mode of work organization. In this context, the present study examines the effects of telework as experienced by employees and managers during two key periods: the COVID-19 pandemic and the introduction of chatbots. Through 24 interviews conducted and analyzed across these two timeframes (2021 and 2024) using NVivo 14 Windows software, the data were organized and interpreted within the framework of the Job Demands–Resources (JD-R) model. The main findings focus on organizational communication, sustainability, and work efficiency, while also highlighting associated benefits and drawbacks. The results demonstrate the importance of adapting organizational resources to meet growing job demands in order to maintain desired levels of efficiency and effectiveness while avoiding burnout, productivity declines, or other negative outcomes in the context of telework. This research contributes to understanding the evolution of telework by offering practical insights for sustaining high levels of motivation and workforce engagement in achieving organizational objectives in the hybrid work era. This paper emphasizes the significance of the JD-R Model in analyzing dynamic work environments, providing relevant perspectives for organizations on the continuously evolving dimensions of job demands, job resources, and outcomes.

Today’s business environment is characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). As a result, most employees find themselves dealing with a complex world that is influenced by a variety of interconnected problems and where the consequences of events often cannot be identified. In this context, coaching sessions conducted through the prism of self-determination theory (SDT) can help prepare employees to navigate this complex world. The aim of this study is to examine how such coaching sessions can influence the performance of employees living in the VUCA world. Considering the theoretical background behind the VUCA world and coaching, this research also explores the most effective ways for employees to respond quickly to new unpredictable and vulnerable contexts. By interpreting respondents’ answers using the Kruskal-Wallis and Mann-Whitney tests, this paper provides a comprehensive perspective on the role of coaching in organizations, taking into account the constraints and influences of the VUCA world. Quantitative analysis shows that coaching through the lens of SDT has a positive effect on employees. Most employees report that these coaching sessions should be implemented continuously in organizations to successfully manage the challenges and uncertainties presented by the VUCA world. Thus, to effectively address the situations that characterize the VUCA world and to prosper in the long run, organizations should embrace coaching.

The integration of environmental, social and governance (ESG) aspects in organizational activities has become a priority; more and more companies are taking ESG criteria into account in order to successfully manage global challenges and remain competitive. In this context, this article combines a systematic literature review and a bibliometric review in order to provide an overview of the opportunities and risks associated with ESG features, based on relevant articles in the Scopus database. The distribution of articles by year, country, author, journal, and the links that exist between the keywords in the analyzed articles are described in detail in the article. The results indicate a significant increase in interest in ESG research during the period 2021–2024. Moreover, the analyses revealed that the inclusion of ESG aspects at the organizational level can contribute to reducing the risks faced by companies as well as to increasing opportunities. Also, the analysis of the most significant articles in the literature revealed the interdisciplinary nature of ESG criteria; their approach within organizations is not optional, but a necessity for companies to become resilient. Thus, this article represents an important resource for researchers who want to analyze the ESG – risks – opportunities relationship at the organizational level because this study provides an overview of the current situation, highlighting the main gaps as well as future research directions.