The prior commenters (Ian and Cameron) raise good points that resonate with me. But what lingers most about your post is this bit:

"With a standardized curriculum and constant testing, there is never enough time for most school students to fully learn. There is too much information and much of it is without context... [our environment] is complex (understandable only through continuous probing)... In our digitally networked world, modelling how to learn is a better strategy than shaping on a predefined curriculum."

You've hit on the two key areas schools and educators must grapple with, in my view: both what to teach and how to teach it. Crisis-driven distance learning has required instructors to reduce content expectations, and to identify and focus on what they deem most essential for students to know and do. The most intuitive and successful of them have found that online learning better supports inquiry (learner control) than direct instruction. The opportunity presented now is an opportunity to work with educators whose minds are more open -- too many stakeholders in schools and school boards have held onto the idea of a standardized and overpacked curriculum, but may be ready to reconsider a model of schooling that moves us closer to what we actually need.