A Systematic Literature Review of Learning Cities: Theoretical Concepts and Practical Approaches

Abstract

Despite increasing interest in learning cities as a model for urban and educational development, reviews are scarce that consider the theoretical concepts and practical approaches to learning city strategies implemented in various developing and developed nations. While this review of learning cities’ publications highlights their diverse theoretical perspectives, a gap is identified in structured theoretical foundations. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, this study reviewed an initial 1,853 publications in title and abstract screening, with 50 then eligible for further full-text review assessment. A total of 32 were finally identified as relevant and suitable for further data extraction. The findings also indicate that successful learning city strategies require collaboration between universities and broader communities through institution-led, community-driven, and integrative and practice-oriented approaches, which reflect different governance arrangements. These should include key stakeholders of higher education institutions, citizens, educators, community organisations, and researchers through active roles in multi-sector partnerships, sustainability efforts, technology, civic engagement, and intergenerational learning. Based on these insights, the study finds that cross-sector collaboration and locally driven approaches are essential to building inclusive, sustainable, and knowledge-driven learning cities.