In the context of the smart specialization of national economies and the creation of smart societies in the digital age, general, vocational, adult, and higher education reforms have a decisive horizontal effect on the transition to smart education. A smart pedagogical approach that has evolved in recent years is frequently seen as merely focused on using new technologies in changing learning environments, nor on implementing the new smart educational philosophy on smart human learning for smart economies and societies of the digital era. Principally, new pedagogical approaches that "will undergo drastic changes and create new pathways for learners of all ages" (Scott, 2015, p. 16) are necessary. To supply this demand, pedagogy has to address meaningful learning, bringing it to life and work. Therefore, the question is "What does smart pedagogy imply in the digital age?" An exploratory research design of this paper simply ascertains the research question, leaving room for further research. To discuss this question, the concept of smart pedagogy has been argued in this paper. The evidence on the efficiency of smart learning facilitation has been explored through the learning analytics and students' self-evaluation statements in the framework of the 2015-2020 case study of the master's degree programme "Educational Treatment of Diversity" of the University of Latvia, as one of the best practice cases on preparing teachers for diversity in initial teacher education. (European Commission, 2017). The theoretically-founded and empirically-based authored smart learning facilitation model has been discussed and conclusions drafted for an international audience.