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The theory of learning regions conceived at the beginning of the 90s of the last century has currently found its way into the concept of the knowledge economy, where the dynamics of economic development are qualitatively based on learning, cooperation and sharing, innovative use of knowledge, skills and process. The aim of this contribution is to theoretically construct a model of the theory of learning regions in the sense of determining factual causality and relevant indicators (including their categorization) that are quantifiable at the NUTS3 regional level in the Czech Republic. The proposed model is based on a logical synthesis of theoretical knowledge and the actual data availability of selected indicators. In essence, the model can be transferred to other economies as it is open to partial modification of the indicators due to their regional reach.