In the context of contemporary educational research, the concept of the Learning Organization (LO) has emerged as a pivotal framework for understanding how schools can evolve into environments of continuous improvement and adaptation. This paper explores the role of organizational learning in schools, examining the interplay between leadership, collective vision, and professional development. Building upon Senge’s Learning Organization model, this study delves into the structural and cultural conditions that enable schools to develop as dynamic and reflective communities of practice.

A central focus of this work is the Making Learning and Thinking Visible (MLTV) framework, which originates from a collaborative research between Harvard's Project Zero, INDIRE - the National Institute for Documentation, Innovation, and Educational Research (Italy) - and three upper secondary schools of the Avanguardie Educative Movement - a network of Italian innovative schools (about 1,600 at the moment). MLTV emphasizes the importance of documenting learning processes to foster deeper learning and of sharing it among teachers, students and the wider school community. MLTV is not merely a pedagogical tool but a transformative approach that reshapes how schools operate, making the act of thinking visible not only for students but also for educators and institutional stakeholders. By embedding MLTV within the school environment, organizations can cultivate a culture of reflection, collaboration, and shared inquiry, which is essential for systemic change.

The contribution explores how schools participating in a co-research initiative with INDIRE have implemented MLTV as a mechanism to enhance professional learning, classroom practices change and drive organizational transformation. By analyzing qualitative data from school leaders, teachers, and collaborative learning communities, this study identifies key enablers and obstacles in the process of institutionalizing MLTV within educational settings. Among the most significant findings is the role of documentation in fostering metacognition and shared understanding, reinforcing the idea that schools should not only transmit knowledge but also structure environments where thinking is actively constructed and analyzed. Moreover, the research investigates the sustainability of educational innovation, highlighting the conditions necessary for an organization to transition from isolated practices to systemic change. Drawing upon the Theory of Change, the study discusses how schools move through different stages of transformation, from individual engagement to collective institutionalization. By adopting a systems-thinking perspective, schools can better integrate MLTV into their long-term strategies, ensuring that pedagogical shifts are embedded into the fabric of the institution rather than being transient innovations. This abstract presents the key contributions of the research by emphasizing the need for a multi-level approach to educational change. The findings suggest that MLTV can serve as both a reflective practice and an operational model for schools aspiring to become Learning Organizations.

By bridging theory and practice, this study offers insights into how educational institutions can embrace a culture of inquiry, enabling both educators and students to navigate complexity, think critically, and engage in meaningful learning experiences that extend beyond the classroom.

Keywords: Making Learning and Thinking Visible, Learning Organization, educational documentation.