This paper focuses on the use of interactive technologies and distance learning in sustainable education. It discusses how remote learning technologies can positively influence students’ learning and entry in sustainable education. The paper looks at the use of distance learning in higher education as a means to help students in the built environment and its use within the education system. It studies and expands the theoretical research on the benefits of distance learning, where the study is remote and there is no personal contact with staff or students, and examines the impact of distance learning on the student’s learning experience. It also proposes and evaluates potential solutions to overcome the barriers to learning in the built environment and create successful virtual learning communities, recognising that such improvements must be reconciled with the primary benefits identified. The paper provides an overview of sustainable distance learning within higher education and discusses the differences between learning outside the structural environment of a profession, what it means for the student’s learning experience and the potential to overcome barriers to distance learning. This is a very timely topic in the times of COVID-10 pandemic. Lockdowns of the economy and social life impacted all spheres of education with schools and universities closed for long periods of time and all teaching moved to online and distance mode. However, coronavirus pandemic also brought the digital surge in the system of education, including the sustainable education. All these innovations might stay after the pandemic and help the education to evolve and to embrace more novel trends and technologies.

In this paper, we focus on the effects and outcomes of enhancing the careers of engineers and various technical specialists with leadership competences. It is quite clear that engineers and experts possessing technical knowledge who intend to advance their careers must be able to lead teams effectively and to handle human resources in an efficient way according to the principles of modern management science. Therefore, it appears that professionals of all kinds should be interested in investing into advancing their leadership and management roles and in enhancing their "soft" skills. Our results demonstrate that for the technically minded people, there might be some personality areas that are worth investing their time and effort and concentrating on developing them accordingly. Among these features are personality growth as well as such areas as team management, public speaking, or learning the principles of modern management, just to name the most important ones. Our results might be useful not only for human resource managers operating at industrial enterprises but also for management professionals that have to deal with people from the technical background in their everyday jobs.

This paper focuses on comparing the two leading approaches to conceptualizing of measuring quality in the system of higher education. Specifically, we focus on the two main prevailing approaches, namely the continental one, and the Anglo-Saxon one. Both approaches are widely used, and both have their pros and cons. These approaches have radically different views on educational efficiency, thus dividing the concept and describing it from qualitative and quantitative perspectives. Our results show that the most effective way for the educational organization to enhance the quality of its services would be to consider its activities from a variety of angles, scrutinizing financial resources, goals and objectives to better understand and rationalize the choice of this or that development strategy. We think that national educational system needs thorough comparative analysis but not copy-pasting practices if they are striving to be leading in the world educational arena.

This research article focuses on the regional concentration of higher education. The purpose of the research is to examine the effects of this concentration and to devise some possible outcomes and implications for the regional economic growth and development. We discuss the endogeneity of higher education and evaluate the differences such as the official demographic projections or the growth-related factors, including student numbers predicted by official statisticians. Our article contributes to ongoing research on the role of higher education in promoting regional economic development and emerging inequalities in the regions around the world. In addition, it focuses on the existence of the multiple channels of activity through which tertiary education institutions (TEIs) benefit their regional economies. In addition, the paper tackles the issue of regional concentration of TEIs within and across regions and clearly demonstrates how the geography of higher education has evolved and developed in the recent years.

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