Political and philosophical theories that dominate the structure of the Greek educational system

Modernism and postmodernism are two opposed approaches that are directly related to how each human mind sees and perceives the world and how to make it better. In the Greek educational system, in both primary and secondary education, an effort is made to general restructure the curriculum by promoting the use of new teaching methods in the educational process. Through the presentation of the two opposing perspectives the evolution of knowledge into a more complex process, which aims at learning and specialization serving the purposes and goals of a society that moves within a globalized economic environment. The study adopted a qualitative approach through document analysis. Regarding the research, the official texts-legislations from the Ministry of Education and Religions were used as the primary material to ensure the validity and reliability of the data. The documents used concerned the legislation contained in the reforms concerning the education system of Greece. The successful implementation of educational technology in schools does not depend solely on accessibility or the lack of any factor. It depends on a dynamic process that includes several interrelated factors, such as adequate support from managers, the existence of forecasting and planning of the supply chain to keep pace with new technological developments, equitable digital infrastructure of schools, acceptance the usefulness of the use of technology and the continuous information and acquisition of knowledge by teachers concerning information and communication technologies, as well as their correlation with innovative teaching methods. The flow of the study of the reforms of the Greek education system recognizes a smooth transition from the period of modernism to postmodernism, albeit with a delay compared to the rest of Europe. The continuous reforms in education have brought positive results in terms of the transformation of the public good of education into a postmodern version of it. Consistency and the need for improvement are guided by ensuring the quality of education and the preservation of the participants (students, teachers, families, and society) in it. However, it is worth noting that reform changes, which did not have substantial real changes, created an unstable environment, which hurt education itself.