The rapid transformation of society is generating new scenarios and needs in all areas of life, particularly in the workplace, which is increasingly characterized by the necessity of continuous learning and flexibility. It is essential to implement innovative lifelong learning pathways based on the ongoing transformation of knowledge within a reflective framework. At an international level, the discussion on organizational learning, defined as the process that facilitates the acquisition of professional skills, is crucial for modifying cognitive routines and solving problems through interaction with the environment. In Italy, continuous learning and the promotion of workplace well-being, as established by Legislative Decree No. 81/2008, are essential elements in creating sustainable work environments that support professionals.

From this perspective, socio-educational contexts must initiate processes of organizational transformation to address emerging needs and promote the well-being and professional development of educators, who are continuously exposed to health risks. It is important to note that, at an international level, the socio-pedagogical professional educator has multiple designations and overlaps with other roles recognized in Italy (such as the social worker) and lacks a unified legal framework defining their identity. In Italy, the socio-pedagogical professional educator is a professional responsible for designing and implementing educational, training, and care interventions within socio-educational, social-assistance, and socio-health services, to promote social inclusion and individual well-being (Law No. 55, April 15, 2024).

One of the key tools to address emerging challenges in Italy is professional supervision, which has recently been introduced into the Essential Levels of Social Services (LEPS) within the National Plan for Social Interventions and Services (2021–2023). It is now both an obligation for employers and a right-duty for socio-educational professionals. Supervision is defined as a process of support and guidance in professional practice, functioning as a meta-thinking system on action and providing a reflective space to analyze the emotional and methodological dimensions of educational work.

This study presents findings from qualitative research that explores the role of supervision in various socio-educational settings through 39 semi-structured interviews with educators. Thematic analysis highlights several benefits of supervision, however, this contribution focuses on some themes related to the lack of supervision, which educators perceive as a significant problem leading to feelings of disorientation and isolation. Some seek alternative resources independently, such as peer discussions or external support. Nevertheless, in such a complex historical period, the responsibility for these aspects cannot be left to individual educators. It is necessary to adopt innovative and continuous training models to foster ongoing reflection on professional practices and support both individual and organizational growth. Supervision, as a structured support tool, can play a crucial role in improving the quality of educational work, contributing to the well-being and professional development of educators. This device can be a valid work support model that can also be extended to other educational contexts than the one considered in this contribution.

Keywords: Professional supervision, well-being, professional development, organizational learning.