By Dr. Michael M. Ford
Tradition has its place — but not at the expense of progress. In far too many educational settings, we continue to cling to outdated structures, schedules, and standards that no longer serve today’s learners. As someone who has spent more than two decades in education, I’ve seen firsthand the way rigid systems stifle curiosity and limit meaningful growth. I’ve worked with teachers, principals, district leaders, and students who all know — deep down — that what we’re doing isn’t working for enough kids.
We need something better. We need innovation — not just as a buzzword, but as a philosophy of action. The days of sit-and-get instruction, of compliance over creativity, are over. Students need to engage with learning in ways that challenge them to think critically, collaborate meaningfully, and create authentically. Problem-based learning (PBL) offers an approach where students work on real-world issues, apply interdisciplinary skills, and take responsibility for their own progress.
I’ve had the privilege of working on the design of new schools — literally from blueprint to ribbon cutting — where problem-based learning was the foundation, not the add-on. In those environments, students learned to analyze issues, ask questions, present solutions, and iterate. They weren’t just memorizing facts to regurgitate on a test; they were learning how to think. And more importantly, they were learning how to care. When education becomes personal, it becomes powerful.
Hands-on, problem-based learning is not a trend. It’s the only meaningful way forward. The real world does not hand students a multiple-choice test. It presents complex, unstructured challenges that require empathy, innovation, and resilience. If we truly care about preparing students for life beyond school, then we must move away from tradition for tradition’s sake and toward learning that feels real, urgent, and personal. We cannot prepare students for tomorrow with models that were built for a world that no longer exists.
When I, Dr. Michael Maximilian Ford, reflect on the most transformational classrooms and schools I’ve worked with, they all had one thing in common: they were built around the learner. Not the system. Not the test. The learner. These spaces were filled with flexibility, purpose, and deep engagement. Students weren’t asking, “Is this on the test?” They were asking, “Can I try it another way?” That’s the culture we need — one where inquiry, experimentation, and iteration are valued above compliance.
It’s important to acknowledge that shifting to problem-based learning isn’t easy. It requires teachers to rethink their roles, administrators to support risk-taking, and systems to be redesigned from the ground up. It’s messy. It’s challenging. But it’s worth it. Because once you see what students are capable of when given agency, support, and the right structure — you can’t go back.
We need to invest in professional development that empowers educators to become designers and facilitators of deeper learning experiences. We need leadership that champions innovation, even when it’s uncomfortable. And we need communities that understand that authentic learning can’t always be measured in neat data points. As Dr. Michael M. Ford, I’ve advocated for this kind of change at every level — and I’ve seen it work when there’s alignment, vision, and courage.
Let’s stop asking how we can do what we’ve always done more efficiently. Let’s start asking how we can build something bold, better, and future-ready. The students of today — and the world of tomorrow — deserve nothing less.