The role of universities' sustainability, teachers' wellbeing, and attitudes toward e-learning during COVID-19.
Melinda Timea Fülöp, Teodora Odett Breaz, Xiaofei He, Constantin Aurelian Ionescu, George Silviu Cordoş, Sorina Geanina Stanescu
Author Information
Melinda Timea Fülöp: Faculty of Economics and Business Administration, Babeş-Bolyai University, Cluj Napoca, Romania.
Teodora Odett Breaz: Faculty of Economic Sciences, 1 Decembrie 1918 University, Alba Iulia, Romania.
Xiaofei He: Hangzhou College of Commerce, Zhejiang Gongshang University, Hangzhou, China.
Constantin Aurelian Ionescu: Institute of Multidisciplinary Research for Science and Technology, Valahia University of Targoviste, Targoviste, Romania.
George Silviu Cordoş: Transylvania Business School, Babeş-Bolyai University, Cluj Napoca, Romania.
Sorina Geanina Stanescu: Institute of Multidisciplinary Research for Science and Technology, Valahia University of Targoviste, Targoviste, Romania.
In recent years, universities worldwide have experienced rapid changes with an immense impact, which have been influenced by technological progress and the social trends of digitalization. Like all other revolutionary changes, digital transformation involves intense adjustment/readjustment. University sustainability must be the active concern of all higher education institutions. Thus, the present research aims to analyse teachers' acceptance of new technologies and the impact on their wellbeing and university sustainability. The main objective was to analyse the acceptance of technology in special the e-learning opportunities and the wellbeing of teacher in an emergent country like Romania. To achieve our goal, we created a questionnaire based on the literature, and with the help of the technology acceptance model, we tested our hypotheses. The results indicate several discontents on the part of teachers concerning adapting to new technologies and even a personal discomfort in adapting to these new technologies. Thus, we can note that wellbeing significantly influences job satisfaction and teachers' involvement in sustainable development.
