This article addresses the issue of meritology as a strategic concept in the theory and practice of the learning process in school. The investigation of this field is generated by the need for the theoretical substantiationof the phenomenon in question, as well as by the deficient practice of capitalizing it in the process of assessing the student's learning activity. Based on constructivist ideals, correlative notions are analyzed, such as those of competition, effort, elite, knowledge, learning internalization, merit, and nano learning. Through analytical synthesis, the cardinal problems of meritology are recorded-the main question being that of clarification. In an innovative sense, the structure of the strategy associated with meritology is outlined, with the clarification necessary to use the concept of meritology as both strategically recorded and topical, shedding light on the specificity of the learning approach. Clarifying the pedagogical significance of meritology is the objective that generates the elaboration of the Strategy associated with meritology. The initial idea is to modernize the learning process by connecting to current social trends. The substantiation of the identity of meritology opens the perspectiveof the positive impact on the training of students through the internalization of learning and nano learning.