Abstract The diversification of pedagogical approaches in the 21st century has led to the development of various learning environments designed to foster technical and professional expertise. Within this context, École 1337 in Morocco, established as a flagship of the 42 Network, operates without traditional academic structures, following a teacher-less, project-based, and peer-to-peer methodology, relying on learner autonomy and complex problem-solving to drive knowledge acquisition and talent development. Admission is deliberately blind to academic background, professional history, and social origin, the sole criterion for entry being the candidate’s performance during an immersive trial known as the “Piscine.” This research investigates the internal mechanisms through which learners navigate such autonomous structures alongside the influence of social ascription, and explores how the ongoing negotiation of these identity-related dynamics, supported by psychological capital, may lay the groundwork for authentic talent development. A structured questionnaire was administered to 51 active students at École 1337. Results indicate that psychological capital and learned resourcefulness are both significantly associated with students positive perception of the open learning model, lending exploratory empirical support to the proposition that internal psychological resources shape how learners experience and navigate background-blind educational environments. However, the limited sample size (n=51) and strong male predominance (92%) invite caution; these findings should be regarded as exploratory, calling for further research on larger, more demographically representative and multicultural samples. Keywords: Talent development; Psychological capital; Open learning ecosystem; École 1337; Authentic Leadership.