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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19202743 |
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Table of Contents:
- <p><em><span>This study aims to conduct a comparative analysis of Turkish cities that are members of the UNESCO Global Network of Learning Cities (GNLC) in terms of administrative capacity, city scale, and thematic policy priorities. The cities of Eskişehir, Konya, Hatay, Afyonkarahisar, Balıkesir, İzmir, Bursa, Sakarya, Yozgat, Aksaray and Ankara were examined within the scope of the research. A qualitative comparative analysis was used in the study; the cities' demographic scales, institutional capacities, university density, and local policy priorities formed the fundamental dimensions of the analytical framework. The findings show that the learning city approach in Turkey is implemented within a governance framework that is sensitive to the local context and takes into account scale differences, rather than through a uniform model. It is observed that learning city policies in metropolitan cities have developed more along the lines of digital skills, innovation, and the institutionalisation of lifelong learning, while community-based learning, vocational education, and local participation are more prominent in medium-sized cities. Furthermore, the recent inclusion of Ankara and Aksaray in the network demonstrates that the learning city model offers an inclusive and flexible policy framework that can be applied at different scales. The study provides a comparative analytical framework that will contribute to the development of lifelong learning policies by local governments in Turkey.</span></em></p>