In the last few decades, humans have consumed more resources than in all of previous history. Hence, we are living in times in which the topic of environmental protection is a global concern. The paper aims to conduct a systematic literature review on consumer behavior, as well as identifying the main factors that interfere with consumer behavior toward green products. A total of 37 studies were found and systematized using inclusion and exclusion criteria. The papers were selected only if they featured research on consumer perceptions of green products. Using this search strategy, a literature analysis was performed based on papers extracted from Web of Science, Emerald Insights, Springer Link, and Science Direct. As a result, various factors that influence consumer behavior toward green products were identified, such as social norms, natural environmental orientation, the company’s perceived green image, green product characteristics, perceived risks and inconvenience of buying green products, perceived benefits of buying green products, institutional trust, sociodemographic characteristics, and consumer confidence. Even though completing a systematic literature review is not something new in academic research, the novelty of this paper is found in its theme: consumer behavior toward green products. Although the analyzed articles highlight quite varied reasons, the articles emphasize that the green products should take into account the needs, expectations, and perceptions of customers.

The COVID-19 pandemic has created important changes in all areas, highlighting many vulnerabilities, but also opportunities based on the use of technology. This paper aims to provide an overview of the online educational process from two perspectives—that of students and that of professors from Romanian universities. Data were collected from 844 students from Romanian universities disregarding the area of study. To achieve the main goal of this paper, both qualitative (in-depth interviews) and quantitative methods (surveys) were used, the data being processed using the SPSS Statistical software. The results of this paper highlight the discrepancy between the perspectives of the two parties directly involved in the university educational process. The study shows that the pandemic forced both stakeholders to work harder than before, which negatively affected the way the educational process unfolded, the pleasure of the teaching/learning process, the level of enthusiasm, and sometimes even the academic results. The final conclusions of this paper also highlight the need to make financial investments for the acquisition of licenses to create virtual animations or simulations, as well as for training teachers in their use. Research also indicates that to maintain students’ attention in class, especially online, teachers should use new teaching strategies, such as the use of debates and brainstorming sessions.

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The COVID-19 pandemic has created the conditions for the expansion of teleworking (TW) in numerous sectors and organizations, and higher education institutions (HEIs) have had to adapt to this context. This paper aims to identify and analyze five factors (technology, individual involvement and skills, physical inactivity, psychological well-being, and household activities) that influence the effort and results in TW and education (E) HEIs from the perspective of their key internal stakeholders. The data were gathered by a mix of qualitative and quantitative research methods, such as interviews and surveys. They were analyzed and interpreted through factorial analysis that uses the presentation of the main components as an extraction method, with the Varimax rotation method adopting Kaiser normalization, and processed with SPSS statistical software. This study shows that the effort and results of the key internal stakeholders of HEIs are influenced by the five factors. In this respect, students’ results are negatively influenced by technology and physical inactivity factors. Moreover, the efforts of auxiliary and non-teaching staff are highly positively influenced by the psychological well-being factor and their results are positively influenced by the individual involvement and skills factor and negatively influenced by the household activities factor.