Karin Väli highlights the current state of Estonia's education system, pointing out that it has reached a turning point where the old model is exhausting, while a new one is still in its formative stages. This assessment, derived from the Estonian Human Development Report, signifies not a retrospective judgment but rather a contemporary diagnosis of educational practices. Väli implies that the traditional school organization, which has operated on strict time cycles—45-minute lessons—has produced measurable outcomes over the decades but may no longer meet the needs of modern learners.

The emphasis is shifting towards the importance of learning quality and significance rather than just results. Today's learners are expected to dive deeper into subjects, think creatively, and establish connections across various fields of study. However, these students navigate through six to eight different subjects within a school day, constantly adapting to new rhythms and expectations every 45 minutes. This ongoing need to realign focus may support the acquisition of factual knowledge but raises concerns about genuine understanding and cognitive engagement.

Väli calls for a more meaningful educational framework that fosters not only knowledge retention but also creative and critical thinking. In this context, the potential for educational reform is positioned as an urgent need that requires collaborative effort from both learners and the system itself, urging stakeholders to consider innovative approaches that prioritize understanding over rote learning.