Year 1 of Rewiring Education — Here’s What I’ve Learned
There are so many problems in our world right now. And it doesn’t seem like it’s getting better anytime soon (at least that’s what a pessimist might say)
TV shows and social media are filled with bad news, and people feel overwhelmed. Climate change, inflation, unemployment, war, corruption, and so much more.
BUT
I’m an optimist. And you should be one too.
BUT
This article won’t be about optimism, self-help, or any of these things. This article is about education.
I’ve been deeply engaged in this topic for over a year now. I’ve worked on various projects, met incredible people, and gained invaluable insights. And it all started with… The World’s Biggest Problems.
At the beginning of 2025, I had enough. As a teenager growing up in a world that seems increasingly pessimistic, where you are bombarded with all the problems mentioned above, I wanted clarity.
So, I created a mind map of all the problems that popped into my mind — that I had heard about in the news, in documentaries, from acquaintances, or in class.
After a few minutes, I had to stop because too much negativity was filling up my mind. Still, I got this result:
Looking at that map made me wonder: WHY? Why do they exist? What is the root cause? Is there any way to solve or at least mitigate them?
And this is where it hit me. It all really comes down to… education.
Think about that: our world is governed by what is going on in people’s minds.
The things that surround us in daily life were created by humans. The desk, the car, the phone. The systems that govern our modern life were put in place by humans. Finance. Economics. Healthcare. The beliefs we carry and the behavior we show — which shape how we treat others and experience life — originate in humans.
And while there are a myriad of factors that influence humans (our biology, our environment, God?), education is one of the most powerful ways on Earth to shape what is going on in our minds and therefore shape our lives. Ideally, shape our lives for the better.
Would educated people kill each other? Would educated people prioritize profits over our planet? Would educated people fall for short-term thinking and groupthink to the extent people do now?
Perhaps. But I think the number of people would be far lower.
And an important thing to note here is that I don’t mean “educated” only in an intellectual sense — I mean it in a holistic sense.
Take dancing, for example: knowing everything about the human body and different dance styles doesn’t make you a good dancer.
For education, this means that knowing a bunch of facts doesn’t make you educated, because pure information becomes almost worthless once life hits you with its everyday chaos and challenges.
This is an idea that I want you to keep in mind throughout this article — holistic education. Education is not what most people think it is. There is more to it than sitting in a classroom, listening to the teacher, taking a test, and being graded.
One could even argue that education is the exact opposite.
“If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom. If you wanted to create a business environment that was directly opposed to what the brain was good at doing, you probably would design something like a cubicle. And if you wanted to change things, you might have to tear down both and start over.” — John Medina
If this resonates with you, I highly recommend that you keep reading.
If this sounds strange to you, I highly recommend that you keep reading too.
THE SYSTEM IS OUTDATED AND PROJECT‑BASED LEARNING WILL FIX IT
Or at least that’s what I thought at the start of my journey. Don’t get me wrong, this statement is partly true, but it ignores the complexity of the education sector. But let’s start at the beginning. Let’s look at what is most apparent.
There are certain problems in the school system¹:
- Worsening PISA results (the OECD’s international student assessment)
- Mental health crisis among youth
- Disengaged and poorly behaved students
- Teacher shortages
- Educational inequality
- Run-down school facilities
I think this is what the general public hears most about or experiences themselves. And these are severe problems indeed. However, they are only the very tip of the iceberg. To dig deeper, it’s worth asking why these problems exist. Why is there a teacher shortage? Why are students disengaged? Why are school buildings crumbling? And here is where things are starting to get tricky. But first, the basics.
Sleep is one of the most essential things in life. Poor sleep is associated with all sorts of negative outcomes, such as dementia, cardiovascular diseases, depression and low academic performance. Yet, schools systematically deprive children and teenagers of sleep and force us to wake up against our circadian rhythm.
Physical activity is one of the most essential things in life. A lack of movement is associated with all sorts of negative outcomes, such as obesity, cardiovascular diseases, depression and low academic performance. Yet, schools systematically deprive children and teenagers of enough physical activity because we have to sit still half of the day. Luckily, there is break time and PE, but the majority of the time at school, students sit. On chairs. On the most uncomfortable chairs that exist. Just putting that out there.
Now, the problem is that enough movement is not only essential for a healthy life but also for good learning. How? In a nutshell, if the body is inactive, the brain will be too.
A proper diet is one of the most essential things in life. Unhealthy food choices are associated with all sorts of negative outcomes, such as obesity, cardiovascular diseases, depression and low academic performance. Yet, many schools struggle to provide learners with healthy meals.
I could stop the article right here and already make my point: the school system is off, because it doesn’t even meet the basic physiological needs of young people. But there is much more.
So let’s dig a little deeper and get down to the fundamental structures of the school system — standardization.
The opposite of standardization is personalization. So let’s imagine a spectrum like this:
Right now, we are on the far right end of this spectrum. Everything is heavily standardized and rigid. Now, what do I mean by that?
The system is based on a cluster of schools spread throughout a state or country.
Each school is divided into grade levels — an age-based cohort.
Each grade is divided into classes². And each class follows the same schedule. A schedule that chunks knowledge into subjects and 45-minute lessons³.
Within each subject, teachers follow a specific curriculum and students are graded on a specific scale.
You can illustrate it as a cluster that looks like this:
I think that for most people this isn’t anything shocking. It simply is how schools work.
The problem is that this is not how learning and child development work. We as a human species and society have very different needs than what the school system can account for.
We are not machines. We are humans.
I’m not suggesting moving to the far left end — a world where everything is precisely tailored to a person. What I suggest is a system that is less extreme and more balanced.
But why do we have such an extreme system in the first place?
Mass schooling emerged during industrialization, and the industrial world left its mark on it. The goal was not only to make education available to everyone. It was also to build a shared national identity and spread literacy. However, one cannot ignore that schools were a clear means to an end — with the end being people that suit the industrial world. Operating principles from factories like standardization, compartmentalization, and strict measuring were transferred to education for the sake of accountability and efficiency. Whatever the original intentions, the result was a system that rewarded obedience and basic competence, which suited the needs of the labor market and the economy.
This origin gives a general idea of why schools are the way they are — because they weren’t designed for true education in the first place.
But now we are here with a school system that treats students almost like a product. Sometimes subconsciously and sometimes in a very direct way, you are taught to just sit, listen and obey. You don’t learn how to sense your needs, talents and interests and pursue them. You may never experience how fun learning can be, or learn how to learn in the first place. And that is detrimental, especially in today’s world.
So, who are we going to blame for that?⁴ The teachers? Aren’t they the ones who give us all the homework and bad grades and make us take exams? At first glance, yes. They decide how they teach, how they grade and how they treat students. Teachers have certain freedoms and some teachers use them for the better (e.g., using more alternative, child-centered or project-based teaching methods). Still, in Germany, most teachers are civil servants, so their main job is largely to implement what the government prescribes. So the more you empathize with teachers, the more you understand that they are stuck in the same system as well.
Students would like to learn. Teachers would like to teach. But both are stifled by a system that doesn’t provide suitable conditions for that.
Enter AI…
Somehow, AI seems to interfere with the problems mentioned above. Students use it to cheat, teachers are occupied with finding ways to prevent cheating and parents are afraid of their children either using AI or, the opposite, not knowing how to use AI.
Over the past few years it has undeniably fueled uncertainty. Many people just understand how AI works and what it can do. And wherever uncertainty grows, fear and foolishness are never far behind. I consider this one of the reasons why some school districts started banning AI completely. And the reason I think it is foolish is that it is pure symptom patching. So there is not just a lack of expertise. People fail to recognize that the overlap of what AI can do and what schools do is too big.
Both AI and schools can provide information and assess. That overlap is where the tension begins: when schooling is reduced to delivering content and measuring what students remember, AI can seem like both a shortcut and a threat. But sharing some functions doesn’t make AI and school interchangeable. The deeper question is what education should offer beyond information, practice, and assessment. We should work out which repetitive, transactional tasks AI can take on and redesign schools to focus more on meaningful learning, human guidance, relationships, and collaboration. The goal isn’t to replace school with AI, but to use AI in ways that give schools more room to do what matters.
Just keep in mind that AI can be a problem, but it can also be part of the solution, especially when project-based learning is used in schools.
Project-based learning
Project-based learning (PBL, which is similar to problem- or inquiry-based learning) means that learning happens by doing projects instead of listening to lectures, filling out worksheets and taking exams.
A project starts with a driving question, e.g.: How can a nearby grocery store encourage customers to buy more organic products? How can we design a playground that is accessible to people with disabilities? Or are humans superior to animals?
Through sustained inquiry, students explore the question in depth and practice their curiosity. In this case, they’ll learn about marketing, sustainability, construction, medical conditions, ethics, social responsibility, and so much more.
Then students decide how they want to tackle the project, learn how to delegate tasks and take responsibility, developing their collaboration and communication skills along the way.
The issue and the work process are demanding, interdisciplinary, and authentic.
In the end, having practiced the 8 C’s⁵, students will have a tangible product or outcome: a proposal for the grocery store, a self-built mini playground prototype, and a panel discussion, respectively.
Doesn’t PBL seem like the perfect solution? We remove all the boring classes, stressful exams and annoying homework. There are still certain guidelines and criteria that projects need to follow, but essentially students are put in the driver’s seat of their learning experience.
This practice makes learning more meaningful too because you either learn something that you are interested in or you learn something that you can apply immediately.
And this is where AI comes into play as well. It can support students during the project, e.g., during problem analysis, ideation, or prototype building. And it can also support teachers since it can track the process and make it more transparent to them. Consequently, teachers can focus on their actual job again, which is connecting with and supporting students as they learn.
Education crisis solved, right? Right?
Well, if it’s so simple and suitable, why hasn’t it been implemented everywhere yet? And should PBL be implemented everywhere in the first place?
OKAY, EDUCATION IS NOT THAT SIMPLE
There is no panacea
There are certain objections one can raise against PBL, or at least, against making learning entirely project-based.
As always, true virtue is created when balance exists. The same applies to learning. Right now, it’s heavily lecture-based. That’s not good. Making learning entirely project-based isn’t perfect either. A balance of these two approaches would be nice. But what would be even better is more variety in the first place. Sometimes, it’s best to just listen to someone and have them explain the topic to you, sometimes you want to do reading on your own, sometimes you can just go out in nature and observe a phenomenon, sometimes you can build a prototype with your hands or on a digital device, and sometimes you want to engage in a debate with others. Learning can take various shapes and forms and look different for everyone. Learning happens best when you have different options and can choose the mode that best suits a certain topic.
When you look into the neuroscience and psychology of learning in particular, it becomes apparent what a complex phenomenon learning is. And surprisingly, it’s not just the brain that is involved in it. The body plays an important role too. This ties back to why it’s paramount that basic physiological needs are met and that the body reaches a certain state of activation as well.
As you might imagine, there is so much more that influences our learning and education in general.
Architecture
Just look at a typical school building. The architecture and furniture — rows of desks, uniform classrooms, and long, corridor-based layouts — reflect standardized assumptions about teaching and learning. To me, my school resembles a prison or a hospital rather than an inviting place for us to learn and socialize.
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But school should feel like a place where you want to spend time. Warm, welcoming spaces with comfortable places to sit, natural light, and room to move could make a real difference. Different areas could support quiet focus, group work, input sessions, physical activity, hands-on projects, and conversation.
Family Background
Evidently, our family background and environment massively influence our education too. Did your parents receive proper education? Could they afford special programs or a private tutor? Did you live in a city or in the countryside?
Currently, schools tend to amplify certain inequalities among students. Especially in Germany, when you compare it to other OECD countries, the socioeconomic background of a student plays a huge role in their academic and professional careers.
Ideally, schools should be a place that does the exact opposite…
Countries & Culture
Can we even speak of the education system or the school? Broadly speaking, yes. Because most school systems and therefore most schools operate on the same core principles (standardization, grading, lecture-based learning) or consist of and practice similar elements (classrooms and long hallways, homework, exams). Nevertheless, one cannot ignore the vast diversity of how systems are designed and how schools work. In Germany alone, there are basically 16 different systems since each state is responsible for the school system. And when you compare a German system to the American system, or even the Vietnamese system, you will observe various differences. Not only in how schools work, but also in the quality and value of education.
Imagine you are born in Somalia. You probably wouldn’t even think about complaining about school, about sitting in the classroom all day and listening to lectures. Not because school doesn’t deserve criticism, but because you know how incredibly rare and valuable attending school is. Education is your ticket out!
I would love to mention examples from other countries, but I honestly don’t have a lot of experience with that. All I can say is that education is shaped by the country and the culture. And one will never be able to change the system if one doesn’t account for regional and national differences.
Once I started exploring the complexities of the systems, I also realized how much education is tied to other branches and systems. And trust me, it’s a blessing and a curse at the same time. More on that below.
Politics
Surprise, surprise… politics and education are related. The obvious reason is that politics sets the laws and standards that communities, schools, and teachers need to follow. And I want to point out three problems that I’ve noticed here:
- Too many politicians (especially in Germany, and Bavaria in particular) carry mindsets and worldviews like “students need strict rules and authority,” “performance and pressure are important,” or “the system works — be grateful for your education.” Don’t get me wrong, every person can think whatever they want, but when you examine the statement “pressure is important for learning,” it ignores what we know about stress and learning: too much pressure hurts, and challenge only helps when students feel able to meet it. People can have their own opinion, but not their own facts. Generally speaking, this rather conservative mindset paired with a lack of imagination and openness about what school could and should be, contributes to why the educational landscape is changing so little.
- A system is doomed to fail once those who make the decisions aren’t those who carry the consequences. In this case, policymakers make the decision and everyone else (teachers, parents, students) has to carry the consequences… That’s why I’m a huge advocate for giving students a seat at the table. Not only when it comes to deciding on the prom theme, but also when it comes to what should be taught and how. You know, the big decisions. Because we are the ones who know school from the inside out and who the system is made for (at least at first glance). My hypothesis is that the decision-makers have very little idea about what it actually feels like to be a student, what it feels like going to school and sitting in a classroom all day. I’m convinced that there is far more discourse and exchange needed between all the stakeholders that are somewhat involved in the school system.
- Even when a respectable and beneficial policy is put into place, this doesn’t guarantee that the implementation will work as well. One example is the new exam policy in my state. Teachers are allowed to base grades on alternative formats such as projects and debates. That’s nice. But will every teacher in the state all of a sudden be incredibly innovative, have all the resources and know-how to actually make use of that policy? Or will the majority just continue with business as usual? Unfortunately, I think the latter will be the case.
Economy
I’m lowkey afraid that the economic system and especially work life will be even more rigged and annoying than the school system. Because even now, as a student focusing on how to improve the school system, it’s hard to ignore how the economy shapes schooling. If you think back to why the school system was designed that way in the first place, you’ll realize that economic incentives play a huge role in that. And currently, we are basically stuck in the following flow:
I think that most humans need a system that keeps them stuck in the mundane world, but even these systems and the incentives change. However, it’s a rather slow process, since raising the bar of mediocrity takes time.
Currently, I see AI as a catalyst. Because as the economy and the job market change, schools will eventually be forced to adapt too. That gap between what people need in life and what school provides them with is only growing. And I’m hoping that it’ll be fixed before things get ugly.
What is important to remember, as always, is that every system we live in was put in place by humans. So if enough humans decide to change something, it is very likely to change. Tying that to the economy, which is quite a powerful branch since it governs a lot of aspects of our lives, imagine the 500 most influential business people advocating for a better school system.⁶ The system would change faster than you can say Quidditch. Obviously, this remains a dream, but it’s important for me to get across how the economic demands influence how schools work and what students are taught.
This also explains why the interplay of systems is a blessing and a curse at the same time. It increases complexity and makes change even harder, but it can also do the exact opposite. If the school system has too much inertia (which it does), you can use other systems that undergo rapid change as leverage to create momentum.⁷
Stakeholders
Everyone, duh…
Parents, teachers and students (direct)
Principals, admins, counselors, janitors, school boards (institutional layer)
Government and policy makers (governance layer)
Employers, taxpayers, higher-ed institutions (economic layer)
Community organizations, media, researchers, EdTech companies (peripheral)
It’s important to keep all these stakeholders in mind because they are the ones who make up the system. Just as important, we’re dealing with an entire system. It’s not about launching a product or providing a service (although this is part of systemic change). It’s about pushing forward the evolution of a system. And at its core, a system is upheld by people. Therefore, this endeavor will require a lot of convincing work. Again, just putting a new policy into place won’t work successfully if parents, teachers and researchers are not on the same page. Unfortunately, convincing people and making them embrace change is one of the hardest things to do.⁸ And I hope that you are ready to either be convinced or convince others.
At the same time, just convincing people isn’t enough. Or at least, there is more depth to convincing people than just telling them facts.
Successful change requires a narrative that people can believe in and a vision that people can aspire to. And in order to gain clarity about that vision, one has to start at the beginning, tackle the root cause and rethink it from the ground up aka first principles.
RETHINKING THE PURPOSE OF EDUCATION
Addressing the elephant in the room sucks, but it is necessary. In this case, the elephant consists of the most basic, yet the most challenging questions, such as “what is the purpose of education?” “who is responsible for education?” and “what should be taught and how?”
Deeply exploring those questions will eventually lead you to metaphysics, but let’s keep it more surface level for the sake of this article. To rethink something, it makes sense to completely erase what we hold to be true and start from first principles or some other forms of axioms to establish the foundation. I have to admit that I haven’t taken such a systematic approach yet, but I’ll still put in my two cents:
Education is one of the most fundamental and most human things.
Education encompasses much more than pure knowledge acquisition and employability.
Education should focus on the wholeness of humans — the head, the hands and the heart.
Education is a transformative experience that allows us to live a more aligned and fulfilled life by giving us the capabilities we need to fulfill our needs and realize our potential.
And these capabilities don’t just have to be cognitive. They can be physical, emotional, spiritual.
And I think I would have a hard time if I had to explain it to an average person, especially if that person was brought up in the Western world because too many people hold a rather utilitarian and materialistic view of the world. They equate an educated person with someone who has a lot of degrees and knows a lot. They think that education has to be useful for one’s career. And I’m not blaming anyone for thinking like that, partly because these perceptions are ingrained in me as well, but it’s essential to move away from this sort of extremism. Education isn’t solely materialistic — and it shouldn’t be purely idealistic. It shouldn’t be focused purely on cognition — and it shouldn’t be focused purely on the body either. We need to embrace both sides of the spectrum, restore the middle and recognize the interconnectedness, e.g., of the mind, body and heart.
I get it — this might seem very vague, but it gives a good guiding principle. From there, one has to develop a concept of what children need. Luckily, the sciences and humanities like psychology, sociology, pedagogy and neuroscience have made some good progress for the past 200 years. And one major shift that I’d advocate for is to recognize that we humans are innately curious and that, especially in children, this curiosity can be used as a powerful engine for learning. This is also why school shouldn’t be a mere information dispenser but rather a place that provides the right conditions for learning.
So what would be important to do right now, on an individual as well as a collective level, is to rethink not only the purpose of education but also, from there, the roles of the institutions and actors in education. The question of purpose and of the assigned role and the responsibility that comes with it must be examined for kindergartens, schools, colleges, teachers, parents, students, and possibly further institutions. For example, a teacher’s job shouldn’t consist purely of behavior management and information transmission. It should be more about supporting students in their learning journey by challenging them and providing guidance and inspiration. And students aren’t just there to absorb information and spit it out on a test — the role of students should shift more toward that of a creator and actor, not just a consumer. And as mentioned above, the role of school is to provide the right conditions for exactly that to happen. In my ideal world, schools are just one of many places that together make up an education system. A school is a place that children enjoy going to — a place of socializing, learning and growing. A place that welcomes not only students and teachers but also parents, professionals and seniors, so that they can give mentorship or pass on their knowledge to the next generation. What I also advocate for is a bigger focus on competencies with the most important one being learning how to learn. In an uncertain and ever-changing world, the one who stays adaptable is the one who inherits the future. And to stay adaptable, one has to be willing to keep learning.
The challenge is that such a role shift would require quite a few things. Schools would need to decouple themselves, at least to some extent, from the logic of the labor market — shifting the focus away from employability. What’s also required is a different kind of accountability, one that acknowledges that each student would acquire different kinds of knowledge and skills, not all of which can be measured through standardized curricula or testing. At the same time, parents would need to be relieved of some of the systemic pressure so they can truly focus on raising their children rather than just placing them in front of screens.
Unfortunately, the act of rethinking (and thinking in the first place lol) and rebuilding something on a broad and collective level is arduous.⁹ But that’s by no means a reason to refrain from doing it. Sooo, how are we gonna get there?
As you start to walk on the way, the way appears
That’s what I truly believe in. This might sound like a laissez-faire method, but don’t forget that you need to start walking in the first place aka TAKE ACTION.
I’d love to hand out a manual that gives step-by-step instructions on how to rewire the education system, but sadly that’s not the case. This year, I spent a lot of time trying to discover or figure out a master plan, but there is none. In that sense, no matter what action you take, it’s the right one.¹⁰ No one will change an entire system alone — it requires all hands on deck, steering in the same direction, with wind in their sails and enough resources for the long and arduous journey.
There are no absolutes in education. In fact, there is a lot of complexity, nuance, and ambiguity. A policy that works at school A won’t work at school B, a method that works with student A won’t work with student B, and a fact that convinces person A won’t convince person B. But, again, that shouldn’t stop us from taking action.
Here are some examples of action items that you (yes YOU) can do right after reading this article:
- Research organizations and initiatives near you (or online) that advocate for change in education
- Join a parents, teachers or students association at your school/in your state
- Reach out to someone who is involved in the education sector (family, friends, social media)
- Organize a local roundtable or event
- Read further articles or books about topics like learning, schools, systemic change, and educational history.
- Send this article to someone you know
- Research education events near you and attend one
And there is so much more you can do!
Changing an entire system seems overwhelming and close to impossible. But we need to start somewhere.
Think about what matters to you. Take ownership. Take action. And keep going.
Closing Remarks
This has been an incredible year — very busy, but very rewarding too.
Exactly one year ago, I published my first article as part of The Knowledge Society program. From there, things got kind of messy, but I eventually built a platform called Passion Fruit that encourages students to start building projects.
At the same time, I joined the Young Founders Network and the Bavarian Student Movement, and began creating content on social media.
During the summer, I interned at an international school and an EdTech startup, and had the opportunity to give a TEDx Talk (check it out here).
While working on education projects, I also deepened my love for philosophy.
Last month, I took part in a nationwide education protest, and now I’m organizing an education event in November while continuing to create content.
Through reading, thinking, talking with smart and wise people, and taking action, I’ve gained many insights into the education system — and I can’t wait to learn more!
From the title, you can probably tell this won’t be the last article like this. My work in education is definitely no longer just an interest — it’s a commitment.
Thank you to everyone who’s been part of my journey ❤
Let’s see where this year takes me!
Notes
¹ I live in Germany, so the problems I describe may vary by country and context.
² In Germany, “class” and “subject” mean different things. A class is a group of 20–30 students who share a schedule and stay together over several years.
³ This can vary across schools and states.
⁴ “Blame” is a stylistic device here. I don’t mean that blame should be assigned; I mean that responsibility is either met or not met.
⁵ The 8 Cs are character, critical thinking, curiosity, creativity, connection, collaboration, communication, and creation.
⁶ You can define “better” however you want. For this thought experiment, assume the business leaders act in your interest.
⁷ Very abstract, I know…
⁸ Maybe I should just found a B2B SaaS startup and call it a day.
⁹ And that’s still an understatement…
¹⁰ Assuming you use common sense and have good intentions.
About me
I’m Laura Schroeder, and I’m on a mission to rewire education!
I’m driven by curiosity and a desire to make a meaningful impact by empowering people to live more self-aligned lives aka fulfill their purpose.
To me, education is one of the most powerful and beautiful ways to help people unlock their true potential.
As a high school student, I’m working on various education projects and sharing my journey online.
I’m always happy to connect with others, so feel free to reach out. And thank you for reading my work and supporting me.
Let’s connect on LinkedIn
