The aim of this research is related to the issue of the adaptation of the students to academic life and the analysis of the difficulties faced by students when adapting to their new status. Considering these, we initiated a study that addressed the adaptation process in relation to the reasons and the ability to resist stress. This study had 146 participants, students from the Polytechnic University of Bucharest, who were asked a set of questions on the subject. The research has shown that many students face problems related to integration and adaptation to the new context of life. As a result, many of them considered dropping out of university. Also, one-third of interviewees believe that teachers did not contribute in accommodating students to the academic life. Only 10% of students have sought help from a psychotherapist, although many of them have considered this option. In the conclusions of this paper, solutions have been proposed to help the development and the maintenance of skills meant to help those involved in the process of adaptation. These solutions have been based on the development of relational-psychological and neuro-physiological abilities. With respect to relationalpsychological solutions, we relied on the stimulation of creative capacity and, indirectly, supporting the manifestation of intellectual potential. When discussing the development of neuro-physiological abilities, we mainly referred to the development of the capacity to relax. We believe that this research can be a valuable information source, the results of which can be integrated into the administrative and educational endeavours of several categories of beneficiaries or decision-makers.

To meet the growing demand for sustainable education, many universities have begun to integrate sustainability into their curricula. Additionally, universities are increasingly investing in digital technologies that enable them to deliver educational content in a more sustainable manner. The research results showed that students’ interactions with teachers in a hybrid environment, such as in a STEM university, can have a significant impact on student performance. The research results indicated a positive relationship between the educational environment and the well-being perceived by the students. The results showed that when the educational environment was improved, the students felt a greater sense of well-being. Furthermore, the results showed that students who felt a greater sense of well-being also perceived the educational environment to be more positive, and an improved educational environment can lead to an increased sense of well-being for students. This could be achieved by creating a more supportive and motivating educational environment, which could, in turn, lead to improved academic performance and mental health. The research found that there was a negative correlation between the students’ perceived assessment and evaluation related to their well-being. This suggests that students who felt that their assessment and evaluation were unfair or inappropriate were more likely to have poorer well-being than those who perceived their assessment and evaluation as fair and appropriate.