Creative problem-solving, innovation, systems thinking and emotional agility are the requirements for the future, and our education system should be geared for this It was as a classroom game inspired by Ikigai and some psychometric tests. We wrote the abilities, talents, skills, and interests of each student on different sticky notes and asked them to visualise their future educational paths. But the exercise did not result in any clear paths; instead, it opened up uncharted roads with different skill trees and revealed new specialisations for which courses do not exist. It led to an array of looped domains for which mono-specialisations are insufficient. It spurred unexpected disciplinary connections for which our curriculum is unprepared — a realisation that our education cannot afford to remain limited to narrow specialisations.