Since the inception of schools, the effectiveness of education has been a topic of discussion, leading to numerous reform proposals aimed at optimizing educational outcomes. A commonly observed issue in everyday school life is that many students do not achieve a sustainable acquisition of knowledge through the teaching process. One concept designed to address this phenomenon is self-organized learning (SOL), which has its roots in the business sector and has achieved significant success in optimizing work results in that field. The author has increasingly engaged with the concept of self-organized learning, which sparked his interest in testing it within a teaching project on the French Revolution in an 8th-grade history class (gymnasium).