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Real estate represents one of the most profitable and of interest areas of investment. In 2019, the year before the pandemic, real estate represented 3.1% of Europe's GDP, and investment in new constructions or in the renovation of old ones accounted for more than 10% of all investment products in the European economy. This paper analyses the evolution of the real estate industry in the post-pandemic period, the trend being a favourable one, of growth. Real estate constitutes the basis for the proper functioning and development of the other sectors of the economy, therefore it is important to analyse the reaction of the industry in relation to an economic crisis, such as the one caused by the Covid-19 pandemic. The crisis has been the subject of debate for the past two years, as it has caused unprecedented changes in Europe's economy and, of course, in residential markets. Currently, the geopolitical situation in Europe, represented by the conflict in Ukraine and the refugee crisis, has the effect of increasing energy costs, the price of building materials and labour costs. In the given context, we reflected how the real estate market in Europe evolved in the pre- and post-pandemic period, following a series of essential indicators in the field: the evolution of constructions, real property prices, mortgage rates, rents and purchasing power of investors. [ABSTRACT FROM AUTHOR]

In the last twenty years the educational policy of the European Union has sought two objectives: on the one hand, to make the citizens aware of the common European identity and on the other hand, to enable them to make Europe the most dynamic and competitive knowledge-based economy in the world. Education is seen as the most effective tool to face the current challenges in Europe in the context of globalization and economic crisis. It is therefore essential to raise the proper orientation to the present European Education crossroads. The hypothesis of this paper is that the education policy raised at European level does not respond with rigor and depth to the current challenges in Europe since it is predominantly subject to a target of economic progress and growth and to a professional training. Neither does it propose a comprehensive education within a code of ethics that achieves to alleviate the profound moral failings of the current crisis, their breeding ground consisting of nihilism and moral relativism. [ABSTRACT FROM AUTHOR]