Authors:

Dr Manish .

Abstract:

Schooling, as a formal process, has long been considered the foundation of education, shaping individuals, and preparing them for societal roles. However, its rigid structure, standardized assessments, and predetermined schedules often suppress creativity, autonomy, and curiosity. Despite continuous reforms, schooling remains largely exam-oriented, driven by economic aspirations rather than holistic learning. Parents choose schools based on infrastructure, fees, and rankings, reinforcing a narrow definition of education that prioritizes conformity over critical thinking.

This paper questions the prevailing schooling model and argues for a paradigm shift towards a blended and flexible model of education. Drawing from diverse perspectives, it critiques traditional schooling’s limitations while exploring how a blended approach—combining physical schools with online and community-based learning—can foster autonomy, accessibility, and meaningful engagement. The discussion rethinks the role of society, schools, and families in education, advocating for a learning-centred rather than institution-centred model.

Through theoretical insights, case studies, and policy reflections, this paper aims to initiate a dialogue on re-schooling the school—challenging the status quo and envisioning an education system that aligns with the needs of learners rather than forcing learners to fit into rigid systems.

Keywords:

Schooling, Education, Blended learning, Gen Z, Gen Alpha

Vol & Issue:

VOL.18, ISSUE No.1, March 2026