The education system of Moldova acts by the inertia of a traditional framework, which regards the education as a production process. The production of prepared and disciplined staff is done in accordance with standardized educational processes. This approach probably fits perfectly into a society which undergoes full industrialization, but not into a post-industrial one, which faces big social and economic challenges. The need of changes in the society is entirely reflected in the education, where the curriculum emerges as a transformation of an effort (individual and collective) into competences the society needs. What can be done if this transformation function has different economic, social, cultural and political constraints, that diminish the development of responsibility, creativity and critical thinking, but also the ability of an individual to work in a team? The goals of any actual program aim for these characteristics, necessary to each employee. But, these being not put into practice, not being part of the learning model, by no means can be fully reached. Therefore, a new learning model is imposed: a restructuring of the study program based on interdisciplinarity (attained by real-life problems of the society), flexibility (offered by information technologies) and freedom (to individually choose the problem in accordance with one’s abilities and interests).