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This article frames Conceptual Modeling education as a design problem, in the sense of the Design Science research framework, motivated by student preconceptions and oversimplifications causing a gap between how the discipline is perceived at bachelor level and the holistic understanding of model value that is required for research work. The treatment to this design problem must comprise teaching approaches and artifacts capable of positioning Conceptual Modeling as a standalone discipline having a value proposition for any application domain, rather than a technique subordinated to other disciplines. The underpinning thesis is that modeling languages should be primarily understood as purposeful knowledge schemas that can be subjected to agile adaptations in support of model-driven systems or knowledge processes, by analogy to how a database schema is evolved in response to changing requirements of a data-driven system or data analytics needs. This thesis is supported by enablers provided by the Open Models Laboratory and the Agile Modeling Method Engineering frameworkresources that support the development of treatments to the design problem framed by the article.

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