Artificial intelligence (AI) is an increasingly notable presence in society, industries, and organizations, making its necessity felt more in managerial decisions and practices. This paper aims to outline the importance of the topic related to the increase in the adaptability, agility, and resilience of the management system as a result of AI integration, resorting to a bibliometric type of research. A total of 107 papers from the period 2007–2024 exported from the Web of Science Core Collection database were analyzed, with support of Biblioshiny software. This topic is proving to be one of heightened global interest, being comprehensively addressed by world leaders in AI research and technologies such as the United States, China, Great Britain, France, India, and beyond. Collaborative relationships established between geographic regions are captured, noting the power and expansion of the theme on all continents of the globe. Likewise, its thematic and strategic evolution is characterized as a surprising one, managing to incorporate and relate concepts with a strong technical and IT character such as feature extraction, machine learning, reinforcement learning with concepts of a managerial nature as supporting customer-tailored interaction, employee skills development, company productivity, and innovation.

As far as students are concerned, there is a well-founded relationship between academic performance and career management from which a special professional path can result, based on the multitude of knowledge, skills, and experiences acquired during the years of study. To this end, the presence and help of teachers participating in the learning process, the teaching activities they are involved in, and their own participation are determinant factors. This research aims to highlight the impact that the above factors have on the professional future of students. For this purpose, 395 respondents, including students in the bachelor’s and master’s cycles, were involved in the research process, to whom a questionnaire was given in electronic format during two stages: one where the didactic activity was carried out in online format and the other carried out face-to-face. Hypotheses testing was performed using partial least squares structural equation modeling. The present study focuses on two main directions regarding the results obtained. Thus, with respect to the acquisition of knowledge and the development of student skills, it emerged that the effect of the content in the didactic activities on student skills and the development of competencies is strengthened by the skills and degree of involvement of the teaching staff from the university environment. Related to the management of students’ careers, the analysis showed that the effect of the content in didactic activities is complemented by the accumulation of knowledge and the formation of student skills. The rigorous economic training resulting from didactic activities constitutes a main pillar in the students’ future, even more so depending on how much they perceive that the topics covered in the university courses are of interest to them. The results of this study can serve as theoretical support for future research that addresses the topic of student career management and the implications of university activities on knowledge and skills. In addition, the results can support decisions for the management of higher education institutions regarding the development and implementation of university programs and educational strategies with the aim of increasing the involvement of teachers and students in the teaching–learning process.

This study aims to evaluate various categories of internal and external factors contributing to the digitalization of public Romanian institutions, highlighting the minimum necessary levels that condition the digitalization process. A total of 377 responses obtained from public employees through an electronic questionnaire were analyzed. In the first step of the mixed-methods research design, the proposed relationships were examined using structural equation modeling (PLS-SEM), while additional insights into the necessary and sufficient internal and external digitalization conditions were obtained using importance-performance analysis (IPMA) and necessary condition analysis (NCA). The results indicate that certain external factors, such as the conditions needed for IT specialists or government clouds, and certain internal factors, such as institutions designing an appropriate IT component or assimilating innovative technologies, contribute more prominently to the digitalization processes. Post-analysis feedback from practitioners validated the quantitative results and provided additional practical relevance. Thus, from a practical perspective, the research suggests the need to develop appropriate legislative frameworks and organizational structures that encourage the digitalization of public administration. The study also offers a guide to the public sector, which will amplify the use of digital tools (DTs) and technologies and further drive digitization within these institutions. From a theoretical perspective, the research fills an underexplored gap regarding public sector digitalization and complements existing international literature.

In the contemporary period, we assist incredible discoveries with the advent of artificial intelligence (AI). Although designed with the role of providing support and helping the entire population in a wide variety of fields, the phenomenon is accompanied by potential risks, especially encountered in the field of education and research. The work is based on mixed methods of data collection and analysis, namely bibliometric, content, and interview analyzes, carried out with the help of Biblioshiny and Ligre v.6.5.1 software programs, to outline the relationship between AI and academic integrity, with a focus on the means, methods, and techniques specific to the use of AI, as well as the causes and favorable and unfavorable effects generated. The recent journey of these two concepts together is revealed, as well as their promising future. The most representative element of AI in the academic environment is ChatGPT, developed by the company OpenAI, which, together with other tools of this type, leads to educational innovation, improvement of critical thinking, efficiency, and effectiveness of the activity, while also having adverse valences such as risk of committing academic misconduct, addiction, the absence of human contacts, and emotionality.