The paper is a conceptual approach to education for sustainable development using an e-learning platform. It starts from the observed reality that all education stakeholders need a learning environment where they can have access to knowledge, collaborate and share their experience, as a survey conducted among students and companies in Timisoara, Romania, region shows. The proposed multi-stakeholder environment accommodates two sections: the learning environment mostly dedicated to students, trainees, tutors and mentors and the virtual sustainability centre that is dedicated to on-line meetings, workshops, counselling, etc. Durable learning is supported by a range of written digital and multimedia resources, including pre-recorded on-line tutoring, videos and games. To engage online learners, various gamification techniques were used in the course design phase, such as recording and presenting the learner’s progress, role-playing and similar. The article presents a conceptual design of the learner’s journey and a mapping from gamification concepts to Moodle LMS elements. Keywords: E-learning, education, sustainable development, gamification, LMS

The aim of the present paper is to analyse the effects of digitalisation on economic growth in the European Union. An econometric model with balanced panel data is used, with the analysis spanning over a 22-year time frame from 2000 to 2021. The main conclusion is that digitalisation generates a positive and significant impact on economic growth, even when several control variables are taken into consideration. The results prove their robustness, which is backed by the employment of the DESI as an independent variable. This paper contributes to the existing empirical analyses by extending the research on digitalisation to the entire EU, and separately for the old EU-15 member states and EU-13 new member states since, to our best knowledge, the existing literature has not approached the subject in this manner. As a policy recommendation, we suggest that public decision-makers take measures that support more harmonised digitalisation policies, favouring the new business model based on digitalisation.

The definition and scope of sustainability have evolved over the years, stimulated by debates which have won the attention of investors, thereby creating concepts such as responsible investment, socially responsible investment, responsible finance, etc. The purpose of the paper is to demonstrate whether screening has an effect on the financial performance of mutual funds and whether these effects are positive or negative. The study mainly focuses on the U.S. market as it is well developed and therefore provides greater insight and value. The research method uses the Markowitz and Sharpe market models to determine the market value of SRI and non SRI mutual funds. The study also depicts the investors’ attitude towards embedding sustainability driven variables in the decision making process as well as the market response to socially responsible investments.

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The aim of this article is to present a systematic literature review of literature reviews (a meta-study) of gamification topics in e-learning with a purpose to present a high-level overview of the state of the development of the selected field. The systematic literature review of literature reviews (2010 - 2019) was performed. The academic papers (literature reviews) from several academic databases such as DOAJ, ScienceDirect, Google Sholar and WOS were examined and filtered for further study. The selected articles were analysed for sub-topics (e.g. the efficiency of gamification mechanisms) and summarized. In last 5 years, the research of gamification in various fields (mobile apps, e-health, human resource management, business development, e-learning) is getting traction and the number of research articles and systematic reviews of research articles is increasing. After filtering literature review articles, we have found out that only a handful of them – 19, which summarizes 2631 studies, are directly related to gamification in e-learning. This study shows that the following gamification mechanisms in e-learning proved themselves efficient in almost all underlying studies, but there is no broad consensus on terminology and how to group of different gamification related concepts. The research is limited to the following scholarly databases: DOAJ, Elsevier, Google Scholar, and WOS. We are aware that there is a possibility we missed some systematic literature reviews on this topic, which was indexed in other well-known databases or published using different terminology in the title or abstract. The article can serve as a starting point for the research for the scholars and especially post-graduate students who are getting familiar with the e-learning, gamification and performing systematic literature reviews. Also, developers of e-learning systems and course designers could benefit from this article by finding out which gamification mechanisms are most researched, most efficient and worth implementing. To our knowledge, this kind of meta-analysis of the literature reviews hasn’t been done in the field of gamification in e-learning for the year 2019.