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The traditional educational model was designed in the industrial age of the 20th century. That model is outdated for various reasons. This paper is introducing a case study of a project, "The S-Cool Days Program," which applies new routines to reframe those aspects. The introduction of the Program does not require significant changes in the curriculum, can be realized in Art and Music classes, or as a homeroom activity in advisory class. The Program was implemented in Europe, in two countries, in 3 different school types, one American School, a School Start-up and a traditional public school. The activities are introduced by creative art and craft sessions, are engaging enough to invite students to present their passion projects in the classroom, to take the first steps towards purpose-driven learning, learn how to focus on monitoring and expressing of emotions, among other things. The goal is to have some school habits reframed, that results in mindset change. New values are introduced and through them, the class is transformed into a comfort zone for students to envision and follow their dreams. The expected changes can be realized by easy-to-do new routines, which maintain the newly introduced behaviors. The Program supports the 4C's; the 21st-century skills education is supposed to focus on: the creativity, communication, collaboration, and critical thinking. Education Science EPiC Series in Education Science Volume 3, 2020, Pages 122–131 Proceedings of the MIT LINC 2019 Conference C. Urrea (ed.), LINC 2019 (EPiC Series in Education Science, vol. 3), pp. 122–131 As visualized on social maps, the research realized before and after the Project shows changes in the social relations of the participating classes after the new routines were introduced. New mutual common choices were emerging in all participating grades, classes. The paper shares insights from participating teachers, how they felt in and after the Program, what changes did they identify in the classroom. 1. Personal Motivation I am a psychologist neither a scientist, nor a researcher, but a single mother, who dedicated her free time and resources in the last seven years for finding and sharing simple answers to complicated issues present in the education system. The first week, my son entered the elementary education, we started to face many challenges, difficulties other parents, teacher, and kids meet as well. I was brave enough to find my way, allowed my son to develop in his rhythm, find his way to follow his passion. On the other hand, understanding and deeply believing in the concept of social responsibility, dedicated my time and resources to find solutions to the challenges in a structured way so that more children, teachers, parents, schools, could benefit from it. 2. Theoretical Background, "The Mind Age" Today, in the Mind Age, the traditional frameworks of economy and society are collapsing a global society is emerging surrounded by a global business environment and a technological development which has never been seen in the history of humanity before. As a result of these changes and the technological tools and platforms behindnext to real life, virtual networks and "communities" are emerging at the social media platforms. Parallel with real life a teenager today may be "living" in virtual societies at the same time. For children, growing up in this transition time, it is not easy to find their way in school. Especially not, because the school system where they spend the majority of their day-time, and where they receive the majority of the feedback about themselvesis designed for the 20th century and served the aims and career paths of the Industrial Age. The context in which humans and children especially are supposed to navigate is getting more complex than ever before in the history of the earth. Schoolgirls and boys need a compass. Internet might be one compass, as ensures the free delivery of any know-how in seconds. Delivering wide range of know-how to schools on different platforms or channels might be one possible way to help them navigate in the school-system – yet delivers only a content-based solution, provides only answers to the question of "What shall we do and teach differently?" The answers to the content-based challenges of the Simple Answers to Difficult Issues about Learning and Learners Internationally ... I. Gyori

Simple Answers to Difficult Issues about Learning and Learners Internationally at pK-12 Levels