A Very Interesting Decision: Rethinking Learning, Assessment, and Rankings

Recently, I came across a fascinating article about the University of Zurich’s decision to withdraw from international university rankings, and it truly resonated with me. The university has chosen to prioritise quality and meaningful learning over measurable output — a bold and inspiring move.

As a language teacher and Neurolanguage Coaching®️ trainer, this decision struck a chord. The problem with education doesn’t begin at university level; it starts much earlier — from the moment students are first graded and assessed. Over time, the education system often shifts its focus from learning for understanding to learning for grades. Students learn to perform rather than to grow.

Instead of developing curiosity, creativity, and real communication skills, many learners start chasing marks and certificates. The joy of learning fades, replaced by anxiety and self-doubt. I’ve seen too many children, teenagers, and adults lose confidence in their ability to learn languages because they’ve been defined by their results rather than their progress.

That’s one of the reasons I decided to become a Neurolanguage Coaching®️ teacher trainer in Switzerland. This approach puts the learner at the centre of the process, aligning with how the brain naturally learns. It’s about empowering learners to take ownership of their goals — less ranking, more meaning.

Every language teacher has the power to make a difference. By focusing on connection, motivation, and mindset, we can help our students rediscover the joy of learning and achieve results that truly matter — not just on paper, but in life.