Smart cities, which have been set up as a model and whose projects are multiplying on all continents, are far from being neutral; they raise questions about the quality of life offered to their inhabitants and the development priorities defined by certain values (ethics, equity, social, economic, and spatial justice) and sustainability objectives. Discourses on “smart urbanism” are being discussed and lead to the proposal of changes to urban models and reference systems through local anchoring, a rethinking of governance, the participation of citizens, and the strengthening of their capacities (“smart citizens”). In this contribution, we observed the path of learning cities promoted by UNESCO, which, as the French examples (Clermont-Ferrand) have shown us, is decisive for the “good life”. We can see the emergence of a coexistence between “smart city” and “learning city”, which contributes to the management of urban transitions and can lead to functional complementarities and increase the capacity for adaptation and resilience. Hybridization creates tensions and controversies but also helps with regulations and coordination. It encourages citizen participation, collective dynamics, and lifelong learning but also new forms of local anchoring, relationships with the environment and social interactions favorable to the quality of life.