The higher education sector in Morocco is undergoing transformative shifts driven by technological advancements, changing demographics, market demands, and increased public scrutiny. In this dynamic context, organizational learning has emerged as a critical driver of innovation, enabling Higher Education Institutions (HEIs) to adapt and remain competitive. However, the extent to which organizational learning capabilities directly influence innovation outcomes within Moroccan HEIs remains underexplored. This study investigates the relationship between organizational learning dimensions, managerial commitment, experimentation, openness, risk-taking, and knowledge transfer and their impact on fostering innovation in Moroccan HEIs. Using a quantitative approach, data were collected from 62 respondents in public and private HEIs in Agadir. Structural Equation Modeling was employed to analyze the influence of these dimensions on organizational innovation. The findings reveal that managerial commitment and openness significantly enhance innovation outcomes, while risk-taking, experimentation, and knowledge transfer show moderated effects. These results highlight the pivotal role of organizational learning in cultivating an innovative academic environment. By providing actionable insights, this study contributes to innovation management literature and offers a practical framework for HEI leaders to implement learning strategies that bolster adaptive capacity and competitiveness.