The chapter sets out to explain what is meant by authoritarian learning. It starts by defining authoritarianism, learning and authoritarian learning before detailing the research findings that it is under-theorised, that it is less hierarchical then widely considered in the literature, that the intra-state level is as crucial to learning as the inter-state level, that regional organisations are important, and that authoritarian learning is more than the spread of ideas. Rather, learning between authoritarian-minded elites is direct, with regular dialogue to develop best survival practices to consolidate power. Authoritarian learning theoretically incorporates experiential and social learning and integrates diffusion, emulation, linkage, policy-transfer, and lesson-drawing. Having addressed the theoretical aspects of authoritarian learning, we address the external and internal networks of authoritarian learning. The chapter ends by providing a plan for the book.

This final chapter brings the analysis together, highlighting the findings of the book once again. Authoritarian learning is not as vertical as widely considered in the literature, with Russia playing less of a role in the processes of learning than previously considered. Another key finding is that there are clear instances of dialogue in this type of learning. This points to – at the very least – a strong form of diffusion that provides for regular contact, dialogue and sharing of best practices for consolidation. A final key finding is the importance of post-Soviet regional organisations in providing learning opportunities and chances for sharing best practices. Therefore, these organisations are crucial for learning. The chapter ends by developing some policy recommendations for coping – and countering – the likely continuation and growth in the number of authoritarian regimes in the coming years.