Digital transformation has become a prevalent feature of the twenty-first century, extending from business to all aspects of social life. Public administration has also been affected by this trend. However, no country undergoing a transition economy has been capable of matching the level of digitalization reached by developed nations. The study aims to evaluate the digital transformations of public administration in transition economies and assess their impact on indicators of population well-being, standard of living, and governance efficacy. The research methodology utilizes various methods, including comparison, grouping, correlation, regression, and cluster analysis, to evaluate the efficacy of digital transformations in public administration within transitioning economies. This article evaluates the extent of digital transformations in public administration and uncovers their favourable progress in countries with transitional economies from 2010 to 2020. An insignificant direct relationship (determination coefficient R2 ≍ 0.15) has been demonstrated between E-Government Development and Index GDP (Gross Domestic Product) per capita. However, a positive, strong connection between E-Government Development and the Government Effectiveness Index has been found. Countries with transitional economies were categorized into four clusters based on the degree of digitalization in their public administration. Results showed that there were no noteworthy gaps between the clusters, as most of the examined countries had comparable levels of development, experience and abilities in the digitalization of public administration.

This article highlights the problems faced by teachers, students, parents and authorities in Romania during the Coronavirus pandemic, as well as their management in the general context of the health crisis unfolding in this country. The documentation regarding Romania was compiled mainly on the basis of official reports and information taken from the media, due to the novelty of the subject for the case study presented. They were joined by theoretical-methodological works on the general epidemiological context and by studies on the particularities of the Romanian education system, which helped us to outline the theoretical-methodological background of the research. The authors have tried to highlight good practices, but also the errors that led to an increase in the number of cases and the imposition of restrictions, during the first four waves of the pandemic, with a major impact on educational activities in Romania. The main restrictions and advantages of online education, a first for the Romanian education system, are also highlighted.

Iberian cathedrals are some of the most impressive religious buildings in Europe. Mostly erected between the twelfth and fifteenth centuries, they are also the outcome of regional phases of growth and development. This article discusses this period favourable to the building of religious structures in the Iberian Peninsula, considering local dynamism, the religiosity of adherents and stimuli from the economic development of the surrounding areas. Using models of spatial autocorrelation, we observed different results for the Portuguese dioceses and for the Spanish ones. Spanish dioceses, in particular, exerted competitive effects on surrounding dioceses, making the erection of new cathedrals close to a diocese with an old or a valued cathedral less probable. It was also observed that the dynamism of cathedral construction in a given diocese tended to be replicated in the closest dioceses between the twelfth and fifteenth centuries.

The Mediterranean Strategy on Education for Sustainable Development (MSESD) Report reveals that the Mediterranean is an exceptional eco-region not only due to its geographical characteristics, but also its heterogeneous economic structure, in which education is regarded as a key driver of sustainable development. Given this importance, this study attempts to investigate the impact of education as a channel for human capital accumulation on two different growth concepts in a panel group of eight Euro-Mediterranean Partnership (EUROMED) countries. We utilize an endogenous growth model using annual observations spanning from 2000 to 2017 by employing the Augmented Mean Group (AMG) estimator. Empirical results obtained from the Augmented Mean Group estimator indicate a positive impact of education, regardless of the growth proxy. In addition, empirical findings reveal that the impact of education on inclusive growth is five times higher than that on output growth. We also find that capital is the main driver of growth while inclusive growth is primarily triggered by education. One of the main policy implications raised in this study is that education reforms that attempt to improve educational quality will assist policymakers to achieve sustainable development goals. Extensive policy discussions related to the experiential findings are also provided.

Following the analysis of the slow uptake of open science in Italy, we identify four main lessons learned that may be useful to scholars and research policy makers engaged in promoting the uptake of open science culture and practices in their own countries.

To stay within a ‘well below 2°C’ climate change track, the Paris Agreement and goal 13 of the Sustainable Development Goals (SDGs) call for climate action – a global decrease in Green House Gas (GHG) emissions. Arguments in this study are derived from the hypothesis that a collective identity among the EU states would foster collective actions toward reducing global warming. Thus, the objective of this study is to explore how different EU countries (Poland, Italy, and Germany) employ three decarbonization pillars: waste recycling, eco-innovation, and policy innovation (WEP) as a yardstick to mitigate global warming and attain the EU’s ‘net-zero’ emissions by 2050. The study also utilizes annual data collected from the Eurostat indicator from 2014 to 2020. The findings reveal that Germany has the most successful average recycling rate in Europe; 65.5% of the country’s domestic waste is either recycled or reused. On the other hand, Poland is a low performer in eco-innovation. Additionally, an analysis of policy regulations reveals that both Germany and Italy can comply with the policy and regulations of the EU on carbon neutrality. At the same time, Poland, on the other hand, lacks the commitment to carbon neutrality due to its reliance on carbon-intensive coal. Therefore, this study recommends translating EU climatic laws in their simplest forms into local laws. More so, citizens’ behaviour will be further influenced toward environmental sustainability by this collective mindset.