In the past two decades the topic of “green jobs” has drawn particular attention, resulting in a widely diverse and relatively large number of published papers. Although a determinant for the increase of knowledge, the heterogeneity of these studies may raise the issue of a systematic documentation of the key contributions in this field. In this context, the present research focuses on analyzing the scientific literature published in the last five years on the topic of “green jobs” with the aim to identify definitions and meanings associated with the concept of “green jobs”, the connected terms, areas of research interest and the main theoretical and practical results. The results reveal that although there is no uniformity in the definition of the concept, there is still a convergence towards the initial meaning offered by the UNEP/ILO/IOE/ITUC Report of 2008. Moreover, using scientific software VOSViewer our research shows that the concept of “green jobs” is most linked with the following terms: sustainable development, the green economy, the circular economy, the welfare economy, the European Green Pact, energy, renewable energy, economic development, and employment. Furthermore, our analysis reveals that the studies focused on “green jobs” are mainly concerned with the following issues: green jobs creation, work-life balance, correlations between green business and green jobs and the role of local government in supporting green jobs.

This paper brings, as an element of novelty and originality, a strategic feasibility study, in the form of a logical analysis related to the proposed objective, with particularization to the area of the EFTA plus the UK and Ireland. We tried to achieve an overall picture of a sustainable and prudent transition at the macroeconomic level, but also at the microeconomic and local levels, with specific values of ecological and energy-smart villages/towns. The convergent actions of the signatory states of the climate treaty COP-26/2021—Glasgow, UK are to improve the logistics and financing of the large-scale replacement of fossil fuels used in the economy and lives of human society. Various strategies have been discussed to address the energy mixes that could be used in the transition phase in stages and combined-cycle natural-gas plants, conditioned by the implementation of CCUS technology. The preliminary stage will focus on the provision and implementation of modern technologies for the production of electricity in photovoltaic and wind power. Starting with the 2030s, the industrialized production of blue and green hydrogen is expected; the first is expected to be obtained from the chemical synthesis of natural gas with the separation and storage of residual carbon from chemical reactions, and the second directly from ocean water through the phenomenon of H₂O electrolysis. As a basic legislative element, the strategy aims to refine the idea of a carbon tax at the border or at the user, in order to discourage the use of fossil fuels.

The current pandemic crisis, which is far from being over, has led to a significant paradigm shift in economics. In a turbulent environment in which the labor market has encountered a long series of changes generated by the processes of automation, robotization and digitalization, the COVID-19 pandemic has revealed that a workforce with digital skills can quickly adjust to new circumstances. Since novel issues, such as restrictions on internal movement and distorted supply chains, put major stress on the labor market, it seems that there is an urgent need for reshaping economies and following up-to-date technological trends. Moreover, prior to the COVID-19 pandemic, a significant number of scholars and policymakers expressed their concerns about the volatility of employment and the weak ability of labor to adapt to new types of jobs. Within this framework, our paper aims to analyze the plausible impacts of digital efficiency on the future development of the labor market. Based upon the assumption that employment is facing ongoing challenges and the labor market is constantly being reshaped by technological trends, our study attempts to provide a pragmatic analysis of the effects of digital skills and the use of the Internet on salaries and wages in EU member states. Since, according to our results, the levels of salaries and wages are strongly correlated with digital proficiency and Internet usage, a consistent effort to increase the digital skills of individuals may be required to achieve a more effective and flexible labor market.

Digitalization has become a watchword in all areas of economic and social activity, and its integration has become a necessity for every state worldwide. If a few years ago we were talking about technological innovation and cutting-edge technologies we are now talking about digital technologies, robotics, big data, and artificial intelligence, and future industrial production will develop in symbiosis with modern information and communication technology. The paper aims to show the impact of digitalization on macroeconomic indicators, including labor productivity, value-added, and value of exports of goods and services, and in this regard, we have built an econometric model to see how digitalization and the evolution of macroeconomic indicators work, and how they will influence the degree of growth and economic development. The research results verify the hypotheses we started from, namely that there is a positive and strong correlation between digitalization and productivity, as well as between digitalization and value-added, and that there is a positive, yet weaker correlation between digitization and exports. The impact of digitalization on macroeconomic indicators extends beyond the theoretical and practical implications, as they influence both the decision-making process of the companies’ management and national and European economic policies.

The paper presents a review of the current state of the educational system in Romania. It identifies four main vulnerabilities (ineffectiveness, irrelevance to the new economy and knowledge society, unfairness2 i.e. inability to create equal opportunities and poor endowment with necessary material and human resources) and argues that correcting these issues is a necessary step in reducing development gaps both within the country and considering regional disparities at the European level. Furthermore, using a means/end approach, the article presents how local policy initiatives could correlate learning outcomes with the need for a more competitive workforce with new skills and qualifications and meet the requirements of the Europe 2020 Agenda. Correcting the identified weaknesses would strengthen the fundamentals of economic development while also reflecting the final goal of economic activity – satisfying human needs

Agenda 21 recognizes education in all its forms (including public awareness and training) as an essential means for achieving progress towards sustainable development which will foster the implementation of all chapters of the Agenda. Education is no longer seen as an end in itself but rather as a key instrument for bringing about the changes in knowledge, values, behavior and lifestyles required to achieve sustainability. What all countries in the E.U. share, however, is a common international context of rapidly changing globalised economies, communications and human cultural perspectives, where knowledge is a key resource, and where the need for skilled workforces and active citizens is making increasing demands on education at all levels.Primarily, lifelong learning is expected to deliver competence development and labor market-related qualifications within and outside enterprises as part of human resource development to sustain economic growth. It is also expected to contribute to the maintenance of democratic values and institutions, and to societal and personal development, as well as reducing development gaps between rural and urban areas. Adopting a lifelong learning approach has important implications for national policy-making. Public policy has to create the frameworks – legislative, governance, financial, institutional, learning, informational, qualifications and regulatory – to motivate adults to engage in structured learning. In addition, this requires collateral policies in related areas such as employment, welfare, rural development and poverty reduction and monitoring and evaluation of policy impact across many ministries and agencies in order to reduce development gaps between rural and urban areas