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It is no surprise that the topic has recently been attached to issues concerning the quality of education as part of the discourse on Sustainable Development Goals and simultaneously reflects the question of using collaboration to create better communities by developing education and other welfare services in urban areas. However, certain facets of learning cities have generated tensions because of their political, economic, and societal aspects, and in terms of global, national, and local/regional views on the roles, aims, and choices of learning cities. Discourses at the recent PASCAL International Observatory or the UNESCO Institute for Lifelong Learning (UIL) conferences have signalled the limitations of power, structures, and policies and recommended shifting from the current models of learning cities towards community focuses on inclusion, equity, and equal opportunities (PASCAL Observatory, 2019; UIL, 2019a).

Learning Cities – An Influential Topic for Adult Education and Learning, Drawing Attention to Inclusion, Collaboration and Innovation