The school as systemic organization: the Appreciative inquiry potentialities for a quality inclusion

As systemic organization which interacts with the external environment (Weik, 1976), the school has to provide suitable solutions for the multiple challenges of the context, in order to reach a quality education for all and each one. Considering it and the feature of the school as organization based on the human relationships, the aim of this work is to analyse the Appreciative inquiry potentiality (Cooperrider et al., 2013; Cockell, McArthur-Blair & Schiller, 2020; Sharma et al., 2022), a study approach characterized by the valorisation of positive elements according to an inclusive prospective.