CACTUS

By Ümit Şengel, Zeki Coşkun, Sena Uz

Cultural tourism emerges from various sources rooted in social life. Novels that explore social elements such as history, identity, and culture serve as important written sources of information, stimulating tourists’ interest in destinations. Although concepts like history and identity are abstract, they can become significant attractions when highlighted by authors’ descriptive abilities within the narrative, influencing readers and arousing their curiosity. In this context, the study aims to identify the roles of novels in cultural tourism by examining the themes of history and identity in postmodern novels. The study used the autoethnographic method and analysed Orhan Pamuk’s “The White Castle,” which compares East and West through cultural values such as history and identity, as it was considered suitable for the study’s purpose. The results indicate that the novel presents cultural differences through elements such as identity, history, religion, city, language, art, and gastronomy. The novel vividly conveys these cultural differences through the interplay of plot and description.

By Alexandru Marian Petrisor Tanase, Emilia Titan, Iliana Caragea

Education and workforce integration are essential in the 21st century, particularly in discussions of sustainable economic growth and social cohesion. Furthermore, synergy between academic outcomes and labour market demands is crucial for fostering innovation, reducing unemployment, and maintaining competitiveness in the current economic landscape. Proper allocation of resources within the educational system not only enhances skill development but also improves the workforce’s ability to adapt rapidly to technological advancements. This paper examines the performance of European Union countries in a single year within this sector, using seven key variables related to education and the workforce. Principal Component Analysis was conducted to reduce dimensionality and identify three main components that summarise the variance observed in the data. The findings reveal considerable differences among EU countries regarding the coordination between education and workforce demands, largely due to inconsistent investment in education. Additionally, based on the three main components identified, cluster analysis was performed, revealing distinct groups of countries with similar outcomes, including high-performing countries with well-integrated education and employment systems, and low-performing countries where poor resource allocation has limited employment adaptability and economic engagement. Overall, the evidence highlights the importance of policies that reduce disparities, promote talent development, and strengthen the link between education and workforce demands, ensuring that future challenges are met with resilience and prosperity.

By Claudia-Elena Țuclea