The COVID-19 pandemic has impacted consumers’ lives and their shopping patterns, leading them towards mobile commerce. To address current shopping circumstances, an adapted UTAUT2 model aims to integrate trust and perceptions of the effects of the COVID-19 pandemic on consumers’ behavioral intention to rely on m-commerce during this period. The study proposes a research model which is investigated with the help of structural equation modelling in AMOS. Using the framework of a cross-sectional study, data were collected from an emerging market in Romania, where internet speed ranks 4th worldwide and where the yearly increase in internet and social media users is approximately 10%. By using confirmatory factor analysis and structural equation modelling, the research validates the applicability of UTAUT2 in examining consumers’ behavioral intent of using m-commerce during a pandemic. Hedonic motivation is the strongest predictor of consumers’ behavioral intentions to continue using m-commerce. The findings contribute to understandings of consumers’ behavior with m-commerce in an emerging market, extending knowledge based on the adapted UTAUT2 model and allowing for comprehension of the key role of trust and social influences in affecting consumers’ perceptions of the COVID-19 outbreak in relation to shopping patterns.

Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention.

This study investigates the effectiveness of the Sibiu Impact Makers program, a 14-week social entrepreneurship initiative at Lucian Blaga University of Sibiu, which integrates Design Thinking to develop entrepreneurial competencies among students from the faculties of Economic Sciences, Engineering, as well as Social Sciences and Humanities. Using a quasi-experimental design, the study employed a pre-and-post-analysis based on the EntreComp Framework to assess changes in entrepreneurial competencies, revealing significant post-program improvements. To situate this research within the broader academic landscape, a bibliometric analysis was conducted to identify trends linking Design Thinking and entrepreneurial education. The findings indicate that the program enhances entrepreneurial skills, with impact variations tied to students’ learning styles, as classified by the Honey and Mumford Learning Style Questionnaire. However, as a case study with a sample size of 58, findings may have limited generalizability. This research contributes to the discourse on personalized and experiential education, suggesting that integrating Design Thinking with tailored learning strategies can play a vital role in entrepreneurship education.

In a world that is ever changing and full of uncertainties, there is an undeniable need to equip students with competencies that exceed cognitive knowledge, thus enabling them to develop their individual potentials. Using case study methodology, Design Thinking and ProblemBased Learning, this paper presents a program that brought together students and teachers from different faculties with the purpose of developing innovative solutions to important and pressing societal challenges. Given the unprecedented context generated by the worldwide spread of SARS–COV2 Virus, the program challenged students to find solutions to redesign the educational process. The aim was to equip them with the skills and competencies necessary to adapt in a globalized world, where remote work with team members from different backgrounds is the norm. The Problem-Based Learning approach and the visually attractive collaborative online platform used to implement the Design Thinking methodology generated an overall increased student engagement and creative solutions for wicked problems.

In an era where economies increasingly rely on knowledge and innovation, sustaining long-term growth depends on understanding how education drives productivity beyond conventional measures. Yet, existing studies on the education–growth nexus remain fragmented, often focusing narrowly on schooling attainment while overlooking the complementary roles of lifelong learning and public investment in human capital. Addressing this critical gap, the present study adopts a multidimensional approach to evaluate how educational attainment, adult learning participation, and government expenditure on education collectively shape economic performance across the 27 European Union (EU) member states. Drawing on an unbalanced Eurostat panel dataset (2013–2022), the study employs a fixed-effects regression model with White cross-section robust standard errors to account for heteroskedasticity and serial correlation. The empirical results reveal that all three educational dimensions exert positive and statistically significant effects on GDP, with government educational expenditure emerging as the most influential driver, followed by adult learning participation, underscoring the transformative role of continuous skill renewal in dynamic labor markets. These findings advance Human Capital Theory by framing education not merely as an individual asset but as an interactive, systemic driver of national productivity and resilience. The study offers actionable insights for policymakers, calling for integrated strategies that align formal education, lifelong learning systems, and sustained public investment to foster inclusive, knowledge-driven, and sustainable economic growth across the EU.

Higher education is increasingly expected to cultivate the sustainability competences described by the European GreenComp framework, yet empirical evidence linking specific pedagogies to competence-specific change remains limited. This study examined whether participation in “Sibiu Impact Makers” (SIM), an interdisciplinary, Design Thinking-based challenge module, was associated with changes in students’ self-reported GreenComp sustainability competences and LifeComp transversal competences. Using a one-group pre-test/post-test design, 113 undergraduates at Lucian Blaga University of Sibiu (Romania) completed a 45-item questionnaire operationalising GreenComp and the complementary LifeComp framework at the beginning and end of the semester; responses were matched through anonymous identifiers. Composite scales showed good-to-excellent reliability (Cronbach’s α = 0.70–0.95). Overall GreenComp scores increased with a small effect (Wilcoxon z = −2.47, p = 0.014, dz = 0.21), with the clearest change in “embracing complexity”; critical evaluation of sustainability information and problem framing remained significant after multiplicity correction. LifeComp competences, already high at baseline, remained stable. Exploratory subgroup analyses did not detect statistically significant differences in change across gender, faculty, study year and employment. Because the study lacked a control or comparison group, the observed pre–post changes cannot be attributed causally to the module. The study contributes a competence-specific GreenComp evaluation of an existing interdisciplinary Design Thinking module, highlighting that, within this module, short-term changes were more evident in analytical than in value-oriented sustainability competences.