Systematization and rooting of educational innovation: Reflex as a selfreflection tool for schools
DOI:
https://doi.org/10.7346/sird-012026-p81Keywords:
educational innovation, systemic innovation, rooting, sistematization, organizational learning, organizational reflective capacityAbstract
School innovation has long been the focus of policies, programmes, and pilot initiatives aimed at transforming both school
organisation andteaching practices. However, a substantial body of international literature highlights that many of these
innovations remain episodic and fragmented, failing to generate structural and lasting change within educational institutions.
The challenge lies not so much in schools’ capacity to generate new practices, but rather in their ability to consolidate
and embed them within organisational processes and professional cultures. This paper proposes an interpretative model
of systemic innovation in schools, based on the interaction between two complementary processes: systematization, referring
to the organisational integration of innovations into institutional structures and routines, and rooting, referring to
their internalisation by the professional community of teachers...
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Copyright (c) 2026 Andrea Benassi, Elena Mosa
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