The paper aims to examine the educational priorities and teaching practices implemented in Greek schools that support the development of 21st-century skills. The approach to this central issue is attempted from a global perspective. Specifically, we focus on curricula, subject areas, the school’s mission, and the learning environment. In our study, we tried to define 21st-century skills. We draw on the KSAVE model and argue that any educational endeavor to cultivate skills at the school level should be an outgrowth of organic interconnection and alignment of the above factors rather than a decontextualized practice. In this context, we present indicative teaching environments for cultivating and promoting skills based on the KSAVE model.
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