Co-construction as key variable for effective educational landscapes

School networks and educational landscapes have become established strategies for promoting innovations. Collaboration with extracurricular institutions expands the range of educational opportunities. This article examines how different forms of cooperation relate to benefits for professionals and students within the context of educational landscapes. Using latent change score models, we analyze the relationship between changes cooperation forms and associated outcomes over the course of a project. Data ([Formula: see text]) were collected at two time points for each cohort between 2014 and 2019 across 17 educational landscapes in Switzerland. Results indicate that co-construction is positively associated with emotional relief for professionals, as well as with improved focus on students reflecting an enhanced ability to address diverse learning needs. No positive associations were found between any form of cooperation and either workload reduction or professionalization. Nevertheless, educational landscapes may improve mutual understanding and foster a shared educational perspective, underscoring the importance of sufficient time for negotiation processes among actors from diverse professional backgrounds in building effective and sustainable cooperation.