Abstract
<jats:p>This collective monograph examines the implementation of the School as a Learning Organization (SLO) approach within the context of Latvia’s transition to a competency-based curriculum. Drawing on research conducted between 2022 and 2024 by the University of Latvia and Riga Technical University Liepaja Academy, the volume provides a multi-layered analysis of how general and vocational education institutions adapt to the requirements of a dynamic, collaborative learning environment. The study utilizes a mixed-methods approach to evaluate the experiences of policymakers, school leaders, teachers, pupils, and parents. The findings reveal a significant gap between educational policy intentions and school-level reality. While dimensions such as team learning and learning leadership are well-integrated, the systematic collection and exchange of knowledge remains a challenge. The research highlights that school size and staff experience significantly influence SLO implementation, with smaller schools often demonstrating higher levels of collaboration. The monograph identifies key barriers to systemic change, including resource constraints and inconsistent conceptual understanding among stakeholders. It concludes by proposing a self-assessment model and strategic guidelines for fostering a data-driven, inclusive school culture. This work serves as a vital resource for educators and policymakers aiming to enhance the quality and sustainability of modern educational management.</jats:p>