The learning city model proposed by UNESCO (UNESCO, 2015 e 2017) and the urban paradigm commonly known as smart city (Vianello, 2013), represent models whose coexistence, in a logic of mutual integrability, It can foster the development of cross-cutting skills in favour of citizenship (Andone et al., 2014) for inclusive and sustainable development (Carta, 2014). Learning cities able to foster learning through an ecosystem that includes formal, non-formal and informal education (Castoldi, 2015; Zhuang et al., 2017). The city, offering both traditional education and widespread learning spaces (Andone et al., 2014), becomes an environment of continuous and lifelong learning. At the same time, innovative technologies that facilitate access to education can be found in the smart city model (Liu, Huang & Wosinski, 2017; Badshah et al., 2023). This paper analyzes how the integration between learning cities and smart cities can promote the formation of emerging and increasingly relevant transversal skills in the labor market (Pezzoli, 2017; Zahn et al., 2024), in a logic of counteracting the unemployment of future generations.
Il modello di learning city proposto dall’UNESCO (UNESCO, 2015 e 2017) e il paradigma urbano comunemente conosciuto come smart city (Vianello, 2013), rappresentano modelli la cui convivenza, in una logica di mutua integrabilità, può favorire lo sviluppo di competenze trasversali in favore della cittadinanza (Andone et al., 2014) per uno sviluppo inclusivo e sostenibile (Carta, 2014). Learning cities capaci di favorire l’apprendimento attraverso un ecosistema che includa educazione formale, non formale e informale (Castoldi, 2015; Zhuang et al., 2017). La città, offrendo sia istruzione tradizionale, che spazi di apprendimento diffuso (Andone et al., 2014), diviene ambiente di apprendimento continuo e permanente. Parallelamente, tecnologie innovative che favoriscono l’accesso all’istruzione sono rintracciabili nel modello smart city (Liu, Huang & Wosinski, 2017; Badshah et al., 2023). Questo contributo analizza come l’integrazione tra learning cities e smart cities possa favorire la formazione di competenze trasversali emergenti e sempre più rilevanti nel mercato del lavoro (Pezzoli, 2017; Zahn et al., 2024) in una logica di contrasto alla disoccupazione delle generazioni future.
Learning City e Smart City: un'integrazione strategica per lo sviluppo di competenze trasversali della cittadinanza.
Roberto Orazi
;Alessio Moriconi
2025
Abstract
The learning city model proposed by UNESCO (UNESCO, 2015 e 2017) and the urban paradigm commonly known as smart city (Vianello, 2013), represent models whose coexistence, in a logic of mutual integrability, It can foster the development of cross-cutting skills in favour of citizenship (Andone et al., 2014) for inclusive and sustainable development (Carta, 2014). Learning cities able to foster learning through an ecosystem that includes formal, non-formal and informal education (Castoldi, 2015; Zhuang et al., 2017). The city, offering both traditional education and widespread learning spaces (Andone et al., 2014), becomes an environment of continuous and lifelong learning. At the same time, innovative technologies that facilitate access to education can be found in the smart city model (Liu, Huang & Wosinski, 2017; Badshah et al., 2023). This paper analyzes how the integration between learning cities and smart cities can promote the formation of emerging and increasingly relevant transversal skills in the labor market (Pezzoli, 2017; Zahn et al., 2024), in a logic of counteracting the unemployment of future generations.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
