My Journey into What School Could Be
As I walked into the art gallery, the lively chatter filled the air, creating a wave of energy around me. My mom and a friend walked beside me, their eyes scanning the room. The spacious room was alive with bright displays of student projects, each table showcasing everything from email newsletters, to websites, to promotion videos.
In the center of my station was a simple table with a laptop and a large television screen on wheels, playing a video of an app my partner and I created. The video demonstrated how the app works through a screen-recording of what users would see, alongside a montage of clips of my partner and me working on it.
Twenty to thirty adults moved from one display to another, pausing to watch highlight reels, engage in conversations, and take in the energy of the room. Some leaned in with curiosity, their expressions shifting as they listened to us recount our journey—how an idea becomes reality through trial, collaboration, and creativity. This wasn’t just another school event; it was a glimpse into what school could be when students are given autonomy. Here, learning wasn’t confined to textbooks or tests but driven by passion, problem-solving, and the freedom to create something meaningful. This was student-led learning in its purest form—real, impactful, and alive with possibility, an example of what school should be.
The Spark of an Idea: From Inspiration to Creation
Just a few months prior, I could hardly believe I would be standing in front of a crowd, proudly showcasing an innovative app I had developed for a quaint antique store in Charlotte, North Carolina. My transformative journey began when Hannah Williams, the dynamic 26-year old who founded d'Skills, visited our high school to introduce a sprint project. Hannah framed this initiative as a call to arms: we were charged with addressing an "impact gap" which, she explained, is a real-world problem that affects our community or a particular industry.
Hannah characterized the sprint as a unique opportunity to dive into the depths of problem-solving and entrepreneurship, emphasizing that this experience was about much more than a common school project. Unlike the routine of checking boxes and writing essays, as is so often the task in school, this was our chance to create something real and impactful. Her words resonated deeply within me, igniting a passion I hadn't known I possessed and had never experienced in traditional school, a passion every student should experience in education.
In school, I struggled with regurgitating information on tests that I soon quickly forgot. Instead, I excelled in project-based assignments, where I could engage in hands-on learning, problem-solving, and creative thinking. This is why project-based learning resonated with me so deeply—it felt more like the "real world." In reality, most careers do not rely on memorization and standardized exams, but rather on the ability to tackle challenges, collaborate with others, and think critically. Project-based learning fosters these real-world skills, making education more meaningful and applicable beyond the classroom.
At first I felt overwhelmed, thinking, What sort of substantial problem could I tackle as a high school senior with limited experience? But Hannah's encouragement quickly alleviated my fears. She urged us to investigate issues that were personal and close to our hearts. She made us aware that skills—problem-solving, collaboration, communication, creativity—define us more than test results, and that we have so much more to offer our communities than our textbooks would ever teach us.
After several brainstorming sessions with my project partner and extensive research, my partner and I pinpointed a pressing challenge: a charming local antique store struggled to draw in younger customers, making it harder for the rich history and unique treasures within its walls to thrive in a modern market. As part of our research, we had to learn how to create an app through the software we were using. We also had to research UI/UX in other applications to ensure our app was user-friendly. This deep dive into design thinking and technology, combined with real-world problem-solving, made the learning experience both challenging and rewarding.
Immersed in Real-World Challenges
Over the next two weeks, my partner and I dove headfirst into the sprint process, our shared desk transforming into a hub of creativity and determination. The air crackled with energy, and the soft hum of our computers intermingled with the sound of our spirited discussions and brainstorming sessions. We were on a mission to bring our vision to life: an app designed to revolutionize the antique shopping experience. We imagined a platform that would allow users to effortlessly browse an extensive inventory online and delve into the histories behind each carefully curated item, from vintage clothing and jewelry to antique kitchenware and furniture, igniting a sense of wonder and connection with the past.
Yet, amidst this whirlwind of productivity and excitement, I grappled with a formidable adversary. Shadows of uncertainty loomed large in my mind. Could I genuinely pull this off? Did I possess the necessary skills and creativity to construct something meaningful? Every decision I faced felt like I was walking on a tightrope, and every obstacle we encountered seemed an impossible mountain. Instead of succumbing to the paralysis of self-doubt, I pushed through.
We researched other retail apps and websites to better understand UI/UX (User Interface/User Experience) principles, determine key features for this app, and identify any gaps in the store's existing website that needed to be addressed. The majority of our research was learning to create an app, something neither of us had done before this sprint. The research for our app evolved into something deeply personal; it wasn't merely a task to complete or a report to write—it was a chance to connect with real people and understand their needs and desires. We explored ways to make it easier for future vendors to view available selling spaces, help customers track new vendor arrivals, and keep regulars updated on the latest additions to the antique shop.
In those moments of uncertainty, my partner's unwavering encouragement became my life line. Together, we tackled our shared tasks with a collaborative spirit, solving each problem we came across such as time management, page designs, and learning how to link pages to icons through YouTube videos. Gradually, the clouds of self-doubt dissipated, leaving the clarity and excitement of creating something tangible and impactful in their place.
I emerged from this sprint with new knowledge about technology and problem-solving, and a profound understanding of the importance of trusting myself and the creative process. I transformed my inner doubts into a source of motivation, ultimately discovering the joy and fulfillment that comes from building something real and meaningful. And I wondered why I hadn’t experienced this earlier in my education.
The Power of Authentic Learning
As I stood in the vibrant art gallery, a realization swept over me—this project had radically reshaped my understanding of learning. It felt worlds apart from a typical school assignment; instead, it was an intimate window into the complexities and wonders of the world beyond school. In that moment, I transcended from the role of just a student; I became a creator, an innovative problem-solver, and an active contributor to my community.
The highlight reel playing on the large screen showcased the evolution of our concept into a tangible creation. Visitors gathered around, their eyes sparkling with curiosity as they engaged with the app's potential. Thoughtful questions flowed from the crowd, and I felt a sense of pride as they offered constructive feedback. One attendee leaned closer, visibly impressed, and remarked, "It's truly remarkable to see two students bring an app to life in just two weeks!" The atmosphere buzzed enthusiastically, amplifying my sense of accomplishment and connection to everyone present.
Lessons Learned: The Impact of Student-Centered Practices
This experience opened my eyes to the profound impact of education when intentionally linked to real-world contexts. Unlike traditional assessments, which demand rote memorization and the ability to simply repeat information, student-driven learning cultivates deep learning and essential skills such as confidence, time management, professionalism, networking, critical thinking, and resilience.
By immersing myself in a real-world challenge, I was able to develop invaluable skills such as the following:
Problem-Solving: Navigating unexpected obstacles during the project forced me to refine my critical thinking abilities and adapt my strategies on the fly. Each challenge became a learning opportunity, enhancing my ability to find practical solutions under pressure.
Collaboration: Collaborating with my peers and mentors highlighted the importance of embracing diverse perspectives. Our discussions and teamwork taught me how collective insights can lead to more innovative solutions and foster a supportive learning environment.
Confidence: Presenting my work to an audience was a pivotal moment that helped me confront and conquer my fear of failure. This experience bolstered my self-assurance and taught me the power of communication and the importance of sharing ideas with others.
What School Could Be
Since this experience, I have started working on creating my own company: Unity Gear. This venture helps businesses develop art and merchandise that connects them with their customers. I've also become more comfortable speaking in front of others—I even participated in a Zoom webinar called "Eye on Student Protagonism," part of a series of events where learners share their experiences. I presented my thoughts about the future of education to an audience online.
Education should help students see themselves as important members of their communities. By focusing on real-world, student-centered activities, we not only learn content, but we also prepare for future jobs and discover how we can make a difference now.
This project helped me understand that school can be more than just a place to acquire knowledge; it can also be a space to create, generate new ideas, and make real change. This is what school could be. This is what school should be.
Yarimar Estrada is a digital artist, designer, and educator with a passion for creative storytelling and visual communication. She is currently pursuing an associate degree in digital and graphic art and design while working as an art instructor for children. With experience in AI education through her work with d'Skills, she is dedicated to helping students and professionals harness the power of technology in creative fields. She is currently developing Unity Gear, a digital art and design company focused on creating and sharing digital assets to inspire and connect companies to their consumers.