In our contemporary societies the need for collaborative problem-solving (CPS) in formal, non-formal and informal education has never been more critical. This is because the challenges and poly-crises we are facing as humanity (climate change, rising authoritarianism, the specter of WW3 and nuclear holocaust and the emerging threats from the AI revolution just to name a few) become increasingly complex and global and individual efforts are often insufficient to address them effectively. Socialization of the younger generation in the self-transcendent values of universalism and benevolence that support co-operation at different scales thus is becoming crucially important for our survival. In this chapter I introduce Genetic Social Psychology as an interdisciplinary framework offering a comprehensive understanding of CPS’s role as an educational practice that can mobilize micrognenetic process of learning and development and discuss its potential within educational and societal frameworks. The main aim of Genetic Social Psychology as envisioned by the late Gerard Duveen is to articulate the processes of microgenesis, ontogenesis and sociogenesis in the study of change of representations across different time frames ranging from seconds in the micrognetic process of communication to a life time in ontogenetic change and decades or even centuries in sociogenetic historical time.