Abstract
Citizen learning experiences can be understood as their perceptions, responses, and performances to learning resources, learning approaches, in different fields in the city. This study aimed to analyze the characteristics of citizen learning experiences of smart learning in cities, as well as the influencing factors of citizen learning experiences. Data were collected through the telephone interview, and 13,600 individuals from 68 cities were involved. Pearson correlation analysis, crosstab analysis, and chi-square analysis were used to analyze the collected data. Findings revealed that there are strong correlations among learning engagement, learning approach, and learning achievement. However, there is a weak relationship between city’s per-capita Gross Domestic Product (GDP) and learning engagement. Also, results showed that gender and age influence citizens’ perceptions of learning experiences.
Highlights
As cities are increasing continuously, the process of urbanization is a common trend across the globe and is faster in developing countries
Need for this study To understand the situation of people sustainable development in China’s cities, especially to understand the support of smart cities for citizen’s smart learning, this study investigated and analyzed characteristics of citizen’s smart learning experiences in smart cities and identified relevant influencing factors
Correlation analyses Correlation results among indicators of citizen learning experiences The descriptive statistical results of citizen learning experiences showed that citizens from 68 cities have similar learning perceptions on learning achievement (mean value was high, and the coefficient of variation(CV) was low), while learning perception on learning approach differs greatly
Summary
As cities are increasing continuously, the process of urbanization is a common trend across the globe and is faster in developing countries. Africa (from 40% in 2014 to 56% by 2050) and Asia (from 48% in 2014 to 64% by 2050) are the continents, urbanizing faster than the other regions (United Nations, Department of Economic and Social Affairs, Population Division, 2015). Kunzmann (2015) noted that enormous economic development in China had promoted the process of urbanization in the country. The rapid urbanization creates problems such as rapid sprawl, pollution, and environmental degradation. These problems along with unsustainable production and consumption patterns threaten cities’ sustainable development (United Nations, Department of Economic and Social Affairs, Population Division, 2015). United Nations appealed the education for sustainable development and sustainable lifestyles to ensure all learners acquiring the knowledge and skills of sustainable development (United Nation General Assembly, 2015)
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