Consisting of 10 chapters, this book covers important topics in order to contribute to the field. In the first chapter; Tünkler stated that requirements of 21st century skills instruction. Then he notes that about the integration of these skills into social studies. Finally, he mentioned that the impact of high-stake testing on social studies marginalization could be minimized by restructuring social studies curricula and classrooms from a 21st century skills perspective. In the second chapter; In this study, in relation to 21st century skill frameworks, the first chapter discusses the key disciplines of economics, geography, history, and government and citizenship. In the second part, interdisciplinary areas such as global awareness, civic literacy, environmental literacy, environmental literacy and financial, economic, business - entrepreneurial literacy are examined in relation to these frameworks. Original ideas and evaluation related to the field are also included. In the third chapter; information about critical thinking and problem solving, which are 21st century skills, is given. Critical thinking and problem solving skills were discussed in their own contexts and their relationship with the Social Studies course was examined and the importance of these skills was mentioned in the Social Studies Curriculum updated in 2018. At the end of the chapter, examples of activities prepared in order to develop students' critical thinking and problem solving skills in the Social Studies course are given. In the fourth chapter; creativity and innovation skills are analyzed. In this context, it starts by focusing on the concepts of creativity and innovation independently. Then, creativity and innovation skills are examined within the scope of the P21 Framework. The focus of the chapter is to relate creativity and innovation skills to the social studies course. For this purpose, the relevant skill was analyzed in the social studies curriculum. Deficiencies were highlighted by including studies in the literature. In the last part, an application example related to creativity and innovation skills at the-seventh grade level of the social studies course was included. While designing the application example, the literature was taken as a basis and in this context, methods such as cooperative learning were utilized. In the fifth chapter; information about communication, which is one of the 21st century skills that individuals should have in their business life and social life, which is important to gain in their education life, is given. A general content such as the definition, types and characteristics of communication skills is presented. In addition, the importance of communication skills in the social studies course and the social studies course curriculum updated in 2018 wasvi examined. At the end of the chapter, there is an activity to improve communication skills in the social studies course. In the sixth chapter; collaboration skill, one of the 21st century skills, is explained. In this context, the relationship of collaboration skill with the social studies course, its importance and the methods of gaining it to individuals are mentioned. In the seventh chapter; This chapter is about the history of media literacy as separate field of study in communications and emphasizes the integration of media literacy in social studies curriculum. It highlights the key figures and organizations in the development of media literacy. The chapter also explores the challenges faced in incorporating media literacy in social studies, such as lack of resources and the need for teacher training. In addition, the chapter delves into the specific context of media literacy education in Turkey. The chapter concludes by providing a sample activity that can be used as guideline for middle school students. In the eighth chapter; In this section, we will try to explain the concepts of information, communication and technology (ICT) literacy. The concepts will be discussed in the context of the 21st century skills framework. Finally, an activity sample for the social studies course will be presented. In the ninth chapter; From the very first day of their lives, human beings try to adapt to the new environment they start living. The more they get aged, the more they experience new environments. Considering those environments, some are created in a planned and programmed way whereas some occur naturally. Nevertheless, fundamentally speaking, planned teaching environments are created in education and training practices. While classrooms were traditionally used as educational environments, of late, more various areas are being used as learning environments in which students gain life experience. To illustrate, a lot of areas both inside and outside the school can be used as teaching environments. In this study, the learning environments that can be used for the education of individuals in the 21st century have been examined. In the tenth chapter; assessing 21st century skills involves evaluating students' proficiency in key areas such as critical thinking, creativity, collaboration, communication, and digital literacy. it's essential to align assessment strategies with the specific goals and learning outcomes of your curriculum. Additionally, providing constructive feedback and opportunities for improvement is crucial for fostering continuous growth in 21st-century skills.