This contribution presents the initial findings from a PhD research project, developed within the research activities of the Laboratory Scuola e Cittadinanza Democratica (SCDLab) at the Department of Human Sciences for Education “R. Massa”, University of Milano-Bicocca. The project is carried out under the scientific supervision of Prof. Giulia Pastori and in collaboration with the National Institute for Documentation, Innovation and Educational Research (INDIRE). The study investigates the role of school networks in fostering educational innovation, with particular attention to the interplay between organizational models, network practices and pedagogical and didactic innovation. Specifically, it seeks to explore how networks function as strategic tools to foster innovation in teaching and learning, while also supporting teachers’ professional development. The research is grounded in a qualitative theoretical and empirical framework. Consistent with this approach, the research design is emergent and built around an exploratory multiple case study methodology, involving four Italian school networks: Avanguardie Educative, Piccole Scuole, Scuole Changemaker and Scuole Senza Zaino. Despite growing interest in collaborative approaches within education, the concept of “network” often remains ambiguous, used in a predominantly instrumental way and lacking solid theoretical grounding. This ambiguity hinders the development of coherent interpretive frameworks and limits the ability to systematically evaluate network dynamics and outcomes. In this context, there is a clear absence of shared analytical tools capable of capturing the organizational and operational complexity of school networks. The lack of robust and shared frameworks makes it difficult to evaluate how networks actually function, evolve and contribute to innovation over time. To address this gap, one of the first generative outcomes of the research was the development and publication of an analytical matrix, designed as both a conceptual framework and a practical tool. It aims to support researchers and practitioners in analyzing school networks systematically, capturing their organizational complexity and assessing their contribution to innovation in education. Preliminary data, collected through semi-structured interviews, document analysis and the application of the matrix, suggest that the tool holds strong potential not only for external analysis, but also as a means of internal reflection and self-assessment. Several interviewees emphasized the need for structured and shared tools that facilitate a deeper understanding of network practices and processes and the value of having a structured framework to reflect on their practices, governance models and pedagogical strategies. These early findings resonate with the principles of formative educational evaluation and highlight the need for school networks to engage in continuous, evidence-informed reflection on their processes, tools and collective goals.

Keywords: School networks, pedagogical and didactic innovation, analytical matrix, networking processes and practices.