This research examines the impact of educational attainment on psychological traits such as self-efficacy, introversion, and agreeableness. The primary goal of this study is to see whether there are significant variations in these traits according to the educational level of the participants and to identify relationships between educational level and psychological traits. A number of hypotheses were formulated, anticipating that self-efficacy would be higher in participants with higher levels of education, while introversion would be lower. Agreeableness was also hypothesized to be influenced by level of education, with higher means in those with higher levels of education. To test these hypotheses, a questionnaire was completed by a sample of 238 respondents, who were grouped according to their level of education. Data analysis revealed significant differences between education groups on self-efficacy, introversion, and agreeableness. The findings were explored in light of current ideas, with a focus on their theoretical and practical consequences. Finally, the study underlines the role of education in forming personality characteristics and the necessity for more research in this area. The study's limitations were also acknowledged, and future research objectives were offered to help us better grasp this complicated link.

This paper examines the impact of social stratification on trust in recommender systems. Recommender systems have become an essential tool for users to navigate vast amounts of information online, but trust in these systems has become a concern. The focus of this study is to investigate whether social stratification, defined by socioeconomic status, affects trust in recommender systems. We first review the literature on trust in recommender systems and social stratification, highlighting gaps in the current research. We then describe the methodology used in our study, which involves the analysis of valid and consented responses received from 487 participants from different socioeconomic backgrounds, registered in an online survey. This study aimed to investigate the influence of social stratification, specifically income, on trust in recommender systems. Results showed a curvilinear relationship between income and trust in recommender systems, such that moderate income levels were associated with higher levels of trust, while both low- and high-income levels were associated with lower levels of trust. These findings suggest that income plays an important role in shaping users’ trust in recommender systems and highlight the need for future research to examine the complex interplay between social stratification and trust in technology.

This study examines the impact of structured cultural educational activities on various dimensions of student well-being in primary education. Using a randomized controlled trial design, 120 third- and fourth-grade students from Arad County, Romania, were assigned to either an experimental group, which participated in cultural educational activities, or a control group, which received no intervention. Well-being and social behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ) and the EPOCH Measure of Adolescent Well-Being, administered before and after the intervention. The SDQ evaluated emotional symptoms, hyperactivity, conduct problems, peer relationship issues, and prosocial behavior, while the EPOCH scale measured engagement, perseverance, optimism, connectedness, and happiness. Analysis revealed statistically significant improvements (p < 0.05) in the experimental group compared to the control group. Students in the experimental group exhibited reduced hyperactivity and peer relationship problems, alongside notable increases in engagement, perseverance, optimism, connectedness, and happiness. These findings highlight the efficacy of integrating cultural educational activities into the primary school curriculum as a strategy for enhancing emotional and social development. The study underscores the importance of such interventions in fostering positive developmental outcomes and offers a foundation for further research into their long-term effects and adaptability across diverse educational contexts.

Efforts to reduce food waste in restaurants are crucial for business efficiency, environmental sustainability, and social responsibility. Food waste varies by restaurant type, operations, menu offerings, and customer behavior, yet research on effective reduction strategies remains limited, particularly in Greece and Armenia. This study aims to identify key approaches to minimizing food waste in these countries. Using fuzzy-set Qualitative Comparative Analysis (fsQCA), a method for examining complex causal relationships, we analyzed multiple cases to determine conditions that lead to reduced food waste. Four main paths emerged: (1) digital inventory management combined with educational programs, excluding customer choice enhancement; (2) digital inventory management with flexible dining options, without customer choice enhancement; (3) educational programs with flexible dining, excluding customer choice enhancement; and (4) the combination of digital inventory management, educational programs, and flexible dining. Most cases demonstrating these paths were observed in Greece, indicating more advanced food waste management practices. Interviews highlighted recurring themes such as overordering, portion control, supplier challenges, and the importance of education and policy grounded in social responsibility. The findings provide actionable insights for restaurants and policymakers seeking effective strategies to reduce food waste and promote sustainable practices.

This study addresses the critical issue of Food Waste (FW) across the 27 European Union (EU) member states by investigating its correlation with key socio-economic and environmental factors. Utilizing panel data regression with a fixed-effects model, this research controls for inherent country-specific characteristics to isolate the influence of variables, such as GDP per capita, educational attainment, environmental taxes, and economic burden on FW levels. The analysis reveals that FW is shaped by a complex interplay of factors, where economic affluence (GDP per capita) and financial stress (housing cost overburden) both exhibit a positive and statistically significant relationship with increased FW. Conversely, higher educational attainment, particularly at the bachelor’s and master’s degree levels, is strongly associated with reduced FW, emphasizing education’s role in promoting sustainable behavior. Environmental policy variables, including environmental taxes and circular material use, are negatively correlated with waste, suggesting effective indirect reduction. Notably, government support for agriculture demonstrates a positive association with FW, potentially indicating incentives for overproduction. These findings highlight the multidimensional nature of FW in the EU, necessitating comprehensive policy responses that integrate educational initiatives, economic levers, and sustainability-oriented reforms to promote resource-efficient consumption across the continent. By clarifying these relationships, this study contributes to the literature by providing one of the few examples of cross-country, EU-wide panel analyses that jointly consider economic, educational, and policy dimensions of FW. The findings offer practical implications for policymakers, emphasizing that FW reduction requires integrated strategies: strengthening environmental taxation and circularity initiatives, aligning agricultural subsidies with sustainability goals, and expanding educational programs that cultivate food-responsible behavior. Together, these insights support the design of more targeted and evidence-based interventions to reduce FW and promote resource-efficient consumption across the EU.

Using the Intercultural Competence and Inclusion in Education Scale (ICIES), this study examines variations in intercultural competence and inclusion between mainstream and multiethnic high schools. The sample consisted of 384 high school students, aged 17 to 18, from both rural and urban areas in Western Romania, enrolled in grades 11 and 12. The ICIES demonstrated strong reliability, with a Cronbach’s alpha of 0.721. Exploratory factor analysis revealed three distinct dimensions: Intercultural opportunities and activities, Comfort in diverse settings, and Cultural reflection and values. Independent samples t-tests identified significant differences between mainstream and multiethnic schools across several items, with students in multiethnic schools reporting higher levels of intercultural competence and inclusion. These findings highlight the critical role of multicultural educational settings in fostering students’ cultural awareness and inclusive attitudes. This study provides actionable insights for enhancing multicultural education practices and policies, including teacher training programs, inclusive curricula, and extracurricular initiatives that promote intercultural engagement and reduce intergroup biases.