This chapter explores how genetic influences on educational attainment vary across institutional contexts, focusing on gene-environment (G×E) and heritability-environment (H×E) interactions. While genetics plays a significant role in shaping behaviour, its effects are moderated by social and policy environments. Using twin data from the Italian Twin Register and administrative records, we estimate ACE variance decomposition models to examine changes in heritability following the Bologna Process. We find that the reform reduced the influence of shared environmental factors while increasing heritability, suggesting that, within this institutional context, outcomes became relatively more dependent on individual-specific factors – both genetic and idiosyncratic – rather than family background. While informative, this approach rests on strong assumptions, which should be kept in mind when interpreting heritability estimates. We argue that a fuller understanding of policy impact requires moving beyond genetic moderation to consider the endogenous and politically contingent nature of educational interventions.