Since the OECD’s DeSeCo project, there is growing interest incompetency through projects such as ATC21S and Education2030. In this regard, PISA 2015 and ATC21S emphasizecollaborativeproblemsolving , which is essential for a changing society, as well as is significantly related to social studies competence and many of its skills. However, it has been neglected because of a lack of discussion on the topic and the difficulty in handling it in classes. Therefore, this study analyzed the research of PISA 2015 and ATC21S, which are representative global education projects related to the existing collaborative problem-solving competency, and presented shared problem awareness, goals, collaborative skills, and cognitive abilities as components of collaborative problem solving. In terms of contents and methods of evaluation, the researcher focused on the collaborative problem solving of individuals and groups according to the intention of the teacher who took the class, and suggested a plan to evaluate the use of collaborative skills occurring in class, or to utilize the results of the class or presentation. In addition, by analyzing the examples presented in US textbooks and collaborative problem-solving skills-related classes, the objectives, contents, methods, and evaluation methods of the class, to help it develop collaborative problem-solving competency in the social studies field, were specified.