Abstract. Production economics forms a very important part of an enormous range of economic theory. Agricultural production is no exception. When evaluating the competitiveness of the multifunctional agriculture, it is necessary to use the measure of efficiency instead of productivity. The conception of the efficiency is explained and the methods for measurement are provided. The authors discuss the methods of Stochastic Frontier Approach (SFA), Free Disposal Hull (FDH) and Data Envelopment Analysis (DEA) that are particularly useful for multi-criterial evaluation of multifunctional processes. Those methods assign an efficiency score to each Decision Making Unit (DMU) based on how well it transforms a given set of inputs into outputs. Most studies have only focused on application of DEA method for assesment of the efficiency of agriculture farms. There is still a need on applications for sectors. This paper provides an examination of the applicability of DEA method to agriculture sectors efficiency measurement. By applying mathematical models, which are based on the DEA, the efficiency of agriculture in each EU country was evaluated.

E-learning has become mandatory at all levels of educational institutions due to the coronavirus pandemic. This paper analyses the learning difficulties that university students have encountered as a result of this changed situation. Empirical research includes a survey of students at three Baltic universities: Latvia University of Life Sciences and Technologies (LLU), Vytautas Magnus University (VMU) and Estonian University of Life Sciences (EMÜ). The aim of our article is to compare opinions on the challenges faced by students of Baltic States during mandatory remote learning. The results of this study revealed that there were no statistically significant differences between respondents in the countries participating in the survey in terms of the opinions expressed on the availability of appropriate hardware, communication with teacher and interaction with classmates and difficulty focusing on remote studies. Students who prefer face to face learning style mentioned difficulties in paying attention to studies, In addition, the majority of respondents indicated that they often had problems communicating with teachers. It was found that not only achieving learning outcomes, implementing practical works, and the volume of study works caused challenges but also lack of digital skills and interaction with classmates.

The reduction of GHG emissions is one of the priorities of the EU countries. The majority of studies show that financial support and environmental taxes are one of the most effective measures for the mitigation of the negative consequences of climate change. The EU countries employ different environmental support measures and environmental taxes to reduce GHG emissions. There is a shortage of new studies on these measures. The aim of the present study is to compare the effectiveness of the environmental support measures of the EU countries with the effectiveness of environmental taxes in relation to the reduction of GHG emissions. This study is characterized by the broad scope of its data analysis and its systematic approach to the EU’s environmental policy measures. An empirical study was performed for the EU countries with the aim of addressing this research problem and substantiating theoretical insights. A total of 27 EU member states from 2009 to 2018 were selected as research samples. The research is based on a cause-and-effect relationship, where the factors affecting environmental pollution (environmental taxes and subsidies) are the cause, and GHG emissions are the effect. Statistical research methods were used in the empirical study: descriptive statistics, the Shapiro–Wilk test, one-way analysis of variance (ANOVA), simple regression and cluster analysis. The results show that the older member countries of the EU, which had directed the financial measures of environmental policy towards a reduction in energy consumption, managed to achieve a greater reduction in GHG emissions compared to the countries which had not applied those measures. The Central and Eastern European countries are characterized by lower environmental taxes and lower expenditure allocated to environmental protection. The countries with a higher GDP per capita have greater GHG emissions that the countries with lower GDP per capita. This is associated with greater consumption, waste, and energy consumption. The study conducted gives rise to a discussion regarding data sufficiency in the assessment and forecasting of GHG emissions and their environmental consequences.

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For almost a year now, due to the restrictions of the Covid-19 pandemic, engineering studies at all universities have been organized remotely. Challenges of remote studies, which are not usually relevant in the face-to-face learning environment, are now emerging. This leads to new learning experiences that open opportunities to develop the competencies needed by engineering professionals. This article analysis challenges and benefits of remote learning at three Baltics States universities with focus on influence to the development of personal, social and learning to learn competence. The theoretical basis of the research is formed by self-directed learning findings, focusing on students' purposefulness and responsibility for learning. The empirical part is based on a survey of engineering students from the Latvia University of Life Sciences and Technologies, the Vytautas Magnus University and the Estonian University of Life Sciences on the challenges and benefits of remote learning during the COVID-19 pandemic. The results show that almost a quarter of the respondents prefer remote studies, which are mainly based on the principles of self-directed learning. Main challenges in the context of personal competence are difficulty focusing or paying attention to remote studies, and also motivation/desire to complete assignments, in the context of social competencecommunication with the teacher but learning to learn competence -digital skills to use distance learning platforms and tools and also the problem of availability of information on remote studies. The main differences between the countries: Estonian students communicate much more with each other, Lithuanians have the best digital skills to use distance learning platforms and tools, but almost all Latvians and Estonians participated in online lectures.