This paper is a cross institutional study, considering a university and secondary school in Dubai, that contests and problematises the current neoliberal marketisation data driven paradigm of global education. It is hypothesised that many human capabilities, or opportunities for learning as flourishing, are neglected by test driven learning that has increasingly abandoned coursework, project-based learning, oral examination and cross curricula work. Furthermore, a test governed curriculum sees students as bundles of data ignoring the meanings that they attach to their learning. In this paper examples of enrichment approaches showcase social media projects and the Extended Project Qualification (EPQ). This qualitative study provides vivid visual and textual examples of learners’ views surrounding the anxieties of data driven learning and the beneficial experiences of learning as flourishing.