Sohaib, thanks for expressing your concern. Here is what I think:

It’s true that there is significant research on learning, but unfortunately, we do the opposite to it.

• We leverage extrinsic motivation, grades and career propaganda, instead of intrinsic motivation. The opposite to the research on the topic.
• We use grade/exams to represent knowledge, but we don’t account for decay in memory, called spaced repetition theory. This makes them fraudulent because they misrepresent our experience.
• Teachers still take account for “learning styles” and brain development inappropriateness. The evidence shows the opposite.
• We give students points and tell them that they are smart/dumb. This reduces their ability to develop a growth mindset.
• We teach in subjects, but they lack a coherent logic making it impossible to improve curriculums over time.
• Most learning is passive. Most research points to retrieval-based learning, i.e. doing.
• We are thought to acquire knowledge, but the most important aspect is life-long methods of retaining it; otherwise we don’t grow our knowledge.

If we want people to be able to add value to themselves and others, I think it’s essential to encourage people to learn according to the best research in the space.