This study compared Romanian college students’ off-task use of digital devices in online courses with their digital distractions in face-to-face courses. Students taking both online and face-to-face courses completed surveys assessing off-task use of technology in each delivery mode, extent to which such use constitutes a distraction, and instructor policies for curbing use of digital devices in class. Off-task use of digital devices was significantly greater in online than face-to-face courses. Students were twice as likely to state that they were distracted by multitasking in online than in face-to-face classes. They also indicated that instructors in online classes were less likely than their face-to-face instructors to have a policy on the use of digital devices for off-task purposes during class. Study participants were more lenient toward the use of digital devices in online than in in-person classes and were less bothered by multitasking and classmates’ off-task use of digital devices in online than in face-to-face classes. The results of this study have implications for instructors in online classes. By improving instructional design and pedagogical methods and creating opportunities for more interaction during the class, online instructors might be able to increase student motivation and lower multitasking behaviors.

The aim of this cross-sectional study was to investigate the factors associated with trust in AI algorithms used in the e-commerce industry in Romania. The motivation for conducting this analysis arose from the observation of a research gap in the Romanian context regarding this specific topic. The researchers utilized a non-probability convenience sample of 486 college students enrolled at a public university in Romania, who participated in a web-based survey focusing on their attitudes towards AI in e-commerce. The findings obtained from an ordinal logistic model indicated that trust in AI is significantly influenced by factors such as transparency, familiarity with other AI technologies, perceived usefulness of AI recommenders, and the students’ field of study. To ensure widespread acceptance and adoption by consumers, it is crucial for e-commerce companies to prioritize building trust in these new technologies. This study makes significant contributions to our understanding of how young consumers in Romania perceive and evaluate AI algorithms utilized in the e-commerce sector. The findings provide valuable guidance for e-commerce practitioners in Romania seeking to effectively leverage AI technologies while building trust among their target audience.

Following the outbreak of the COVID-19 pandemic, faculty at higher education institutions across the world quickly converted courses to an online format. With that swift switch, a major challenge experienced by many students has been the loss of motivation, due primarily to the social isolation experienced during the pandemic. This study examined factors that affect student motivation at a Romanian public university. As such, the study contributes to the literature on motivation, by focusing on a context that has rarely been addressed by other studies – universities that began experiencing with online education for the first time during the pandemic. The study highlights commonalities with prior literature by demonstrating that motivation is affected by instructors’ use of effective online instructional practices, perceived course quality, and issues with technology. However, important contextual differences exist between universities with established online programmes and universities that experimented with online learning for the first time during the pandemic. Specifically, instructors at the examined university were more likely than faculty in established online programmes to experience issues with technology and less likely to use effective online teaching practices. Consequently, students’ perceived quality of the online courses was lower.

The international visibility of Romanian universities is relatively weak, even when compared with neighboring countries. This is explained by the historical heritage of the former communist regime and the lack of a clear vision for a post-communist strategic policy that could guide the research enterprise. This study examined whether the higher education reforms launched in 2011 had an effect on the research output, impact and international visibility of Romanian universities. The researchers used bibliometric data and university ranking data from ARWU, THE and QS Rankings. Trends in aggregate bibliometric indicators were analyzed for 38 universities as a whole, and by type of institution. Additionally, the Theil index was utilized to measure the degree of concentration of the research output across three institutional types. The findings reveal that there was significant growth in research output during the first years following the 2011 Education Law. However, this growth could not be sustained beyond 2014, except for Teaching & Research Universities and medical universities. This suggests that the reforms are producing the expected results at institutions that implemented and enforced new evaluation systems heavily oriented toward research.

This study investigates the influence of education, professional development, and job satisfaction on the adoption of corporate social responsibility (CSR) practices among employees in the banking industry. A survey was conducted among 139 professionals employed in the banking sector in Romania to assess their engagement in CSR practices. In essence, the research explores four main objectives: the impact of demographic factors on CSR adoption, the influence of values formed during high school, the correlation between job satisfaction and CSR engagement, and the effect of professional development on CSR engagement. The findings from a hierarchical regression model indicate that job satisfaction plays a significant role in fostering stronger CSR practices within the banking sector, thereby contributing to broader social objectives. However, it is essential to conduct further research to elucidate the causal relationship between CSR adoption and job satisfaction, as the current study’s research design only establishes the existence of an association. Overall, this study holds implications for managers in the banking industry, highlighting the critical role of employee satisfaction in shaping individuals’ commitment to CSR initiatives.

The spread of COVID-19 in 2020 forced universities around the world to transfer on-site education to a virtual environment. The main goal of this study was to compare the experiences regarding online learning of students in programs that require clinical experiences with those of students in programs that do not require such experiences. The authors hypothesized that the switch to online instruction has affected medical students more profoundly than other students. Using a convenience sample of students at a Romanian university, the researchers explored differences between the two groups related to technical and personal problems, course quality, and instructional strategies used by faculty. The results indicate that medical students who could not participate in clinical experiences were significantly less satisfied with the transition to online learning than students in other programs. One implication of these results is that faculty teaching in medical schools need to improve in three areas related to online course quality: pedagogy, course content, and course preparation.