In recent decades, phenomena such as the development of technology, changes in the structure of employment, demographically diverse societies, the environmental crisis and, more generally, changes in all areas of human life, have highlighted the need to redefine what is useful for individuals to know and possess. International Organization such as the Organization for Economic Cooperation and Development (OECD) and the European Union (EU) are responding to the economic and social transformation underway by proposing the acquisition of skills. The skills agenda is now placed at the heart of educational reforms, being an instrument of economic competition and an indicator of the quality of education provided. The Ministry of Education and Religious Affairs and the Foundation for Educational Policy (IEP), following the recommendations of international organizations, are introducing “Skills 21+ Workshops” in compulsory education from the 2021-22 school year, replacing the “Flexible Zone of Interdisciplinary Subjects”. This thesis, focuses on the critical approach to the term “skills”, analyses the educational policy implemented by Skills Workshops in education, as well as the influence of international organizations on national educational policy concerning skills.