Città che apprendono e che curano: prospettive e sfide per un welfare urbano inclusivo

The paper addresses the educational role of urban spaces, understood as complex social systems in which lifelong learning, models of care, and welfare policies converge to foster inclusive communities. The aim is to propose a theoretical and argumentative reflection at the intersection between the paradigms of learning cities and age-friendly cities in the context offered by new technologies, showing how their convergence can generate public models of educational welfare based on care as a political and pedagogical principle. This framework is discussed in dialogue with practices developed within the metropolitan area of Florence—particularly the “Agenda Metropolitana 2030”, the “Firenze Prossima” programme, and the Università dell’Età Libera—considered as concrete expressions of a city that both learns and cares. The analysis highlights key strengths and critical issues, outlining the perspective of the city as an educational common good, capable of integrating lifelong learning, care and active ageing to promote inclusion and sustainability.