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The Developing Eight (D8) countries collectively represent more than 1.2 billion people, approximately 15% of the global population, and some of the fastest-growing urban regions in the Global South. By 2050, urban populations across several D8 member states are projected to exceed 70% of their national populations, intensifying pressure on housing systems, labour markets, public infrastructure, and community well-being. Simultaneously, rapid technological disruption and changing patterns of employment have reinforced the strategic importance of lifelong learning as a catalyst for sustainable and inclusive development.This study examines the emerging relationship between lifelong learning ecosystems and sustainable urban development across Malaysia, Indonesia, Türkiye, Pakistan, Bangladesh, Egypt, Iran, and Nigeria. Adopting a comparative policy analysis approach, the research evaluates national development plans, housing affordability indicators, human capital strategies, and community empowerment initiatives within the broader context of future-ready societies. Secondary data obtained from international development agencies and national statistical reports are integrated with qualitative policy assessments to identify common structural challenges and opportunities. The analysis reveals that countries demonstrating stronger investment in lifelong learning programmes consistently report higher levels of workforce adaptability, digital readiness, and community participation. Conversely, urban regions experiencing persistent affordability stress, informal housing expansion, and educational inequality face significantly greater risks of social fragmentation and economic vulnerability. Across the D8 bloc, approximately 35–45% of urban households are estimated to experience varying degrees of housing affordability pressure, highlighting the urgent need for integrated policy responses. This paper develops a Sustainable Urban Learning Framework for D8 Countries that links housing resilience, employability enhancement, financial literacy, and community capacity-building within a unified development model. The framework advances the proposition that sustainable cities cannot be achieved through physical infrastructure alone but require continuous investment in human capability, institutional learning, and social innovation. The study offers a strategic platform for strengthening intergovernmental collaboration among D8 nations while contributing to regional discussions on sustainable development, inclusive growth, and lifelong learning in the twenty-first century.
