Education is burdened by the pursuit of good results in global student competency assessments (for example, PISA, PIRLS or TIMSS), which have become benchmarks for school and teacher effectiveness. Consequently, many education systems are abandoning the focus on the learning process itself, crucial for children’s and teenagers’ development. Schools are tasked with both inclusion and strengthening students’ motivation to take responsibility for their development. As a result, institutions, teachers, and students themselves are placed in a position doomed to failure.