21st Century skills are becoming increasingly important in education systems and labour markets around the world. Developing these skills during school years can help individuals to continue to develop them throughout their working lives. This article examines seven key skills: creativity, critical thinking, cooperation, adaptability, leadership, lifelong learning, and problem solving. They are listed in the order in which they are proposed to be cultivated. After analyzing each skill, the commonalities are identified. The ultimate goal of all of these skills is shown to be finding innovative solutions to problems. Finally, a ranking of these skills is presented in pyramid form. Moving up from the bottom to the top of the pyramid, we find the prerequisite skills for mastering the higher levels. This ranking can be taken into account when creating curricula to follow the suggested order, since skills are cultivated from infancy onwards. It is not necessary to master all the skills at once, but rather to do so gradually. The pyramid can provide guidance on which skills are recommended for cultivation at the initial level. Future research applying the theoretical framework developed in this paper to groups of students can support it.

The article commences with a historical review of STEM education, followed by a discussion of its implementation across various nations worldwide. The objective of the research is to identify and categorize the diverse approaches to implementing STEM education, with a view to establishing standards that can serve as a model for its introduction in other countries. The primary conclusion of the research is that while STEM education can be incorporated into a nation's educational system, it does not necessitate the entire curriculum being based on it.

This review synthesizes learner-centered pedagogies for STEM education and evaluates their feasibility under common classroom constraints. Using a structured search of scholarly databases, we analyzed 61 sources on constructivist, inquiry-based, problem-based, and project-based learning; design thinking; brainstorming; cooperative learning; Six Thinking Hats; the flipped classroom; and interactive teaching. Comparative findings indicate no single “best” approach. Effective selection depends on instructional aims, student characteristics, and local conditions, especially advanced preparation time, in-class time demands, and availability of digital and material resources. Evidence highlights persistent barriers—limited time, teacher training needs, and infrastructure gaps—yet also documents gains, particularly for flipped models in mathematics. We conclude with a practical decision frame and recommendations for curriculum design, professional development, in-service support, and classroom assessment guidance.

The cultivation of 21st-century skills is a key objective of most educational systems around the world today. Based on this widely accepted finding, this paper analyses the performance of Greek students in the OECD's Programme for International Student Assessment (PISA), the main purpose of which is to test students' acquisition of these skills. The research aims to answer two questions: first, whether the scientific community universally accepts this competition, and second, whether STEM education primarily cultivates 21st-century skills and improves students' performance in the competition. To this end, we conducted a secondary analysis of the competition data and employed the methodology of evidence-based research. In conclusion, PISA does not enjoy universal acceptance within the scientific community and therefore cannot be the sole criterion for reforming an educational system. Nevertheless, the importance of cultivating 21^(st) century skills, which students will require in adult life, cannot be overlooked. Therefore, we propose STEM education as a means of developing the necessary skills, both within the school environment and in the broader context of extracurricular activities.

STEM education is a means of linking the knowledge acquired at school with the skills that individuals will develop in their working lives. It is precisely because this type of education is gaining ground worldwide that it is considered appropriate to explore the attitudes and opinions of Greek teachers towards STEM education, since they are the ones who will be called upon to implement it. In order to make a change towards this type of education, it seems appropriate to be aware of the obstacles that teachers encounter in their everyday life and to what extent they think that it can contribute. The survey was carried out in the form of a questionnaire with closed questions. The sample was randomly selected and comprised 90 primary and secondary school teachers from Greek public and private schools. The teachers' participation was voluntary, and the results were analyzed using the programme SPSS.The survey showed that teachers consider learning 21st century skills to be important and that they consider themselves ready to use them. They also believe that any knowledge they have acquired has come from their own initiative.

The article commences with a historical review of STEM education, followed by a discussion of its implementation across various nations worldwide. The objective of the research is to identify and categorize the diverse approaches to implementing STEM education, with a view to establishing standards that can serve as a model for its introduction in other countries. The primary conclusion of the research is that while STEM education can be incorporated into a nation's educational system, it does not necessitate the entire curriculum being based on it.