Abstract
Many schools mention excellence as a key objective, yet the frequent use of this term has diminished its clarity. In other words, its meaning and significance have been altered, transformed, and modified depending on the educational contexts to which it has been applied. Moreover, in education, excellence is often associated with measurable outcomes, such as tests, rankings, and criterion-based classifications. However, such an approach fails to capture the full complexity of the educational process. In this regard, the purpose of this paper is to critically analyze the concept of excellence by considering its impact on students and to propose new perspectives on it in relation to a series of educational policies adopted and implemented at both national and international levels. From the perspective of transformative pedagogy, we aim to demonstrate that a more authentic view of excellence emphasizes continuous learning, curiosity, and personal development.