Practice of Fostering 4Cs Skills in Teaching and Learning

Rusdin, Norazlin Mohd; Ali, Siti Rahaimah

doi:10.6007/ijarbss/v9-i6/6063

Cited by 14 publications

(10 citation statements)

References 5 publications

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“…Perspective taking and openness concerns the flexibility to work with and accommodate other group members and their points of view. The final dimension— social regulation —is about being able to reach for a common goal, notably through compromise and negotiation, as well as being aware of the different types of roles that group members can hold ( Hesse et al 2015 ; Rusdin and Ali 2019 ; Care et al 2016 ). (These last two components include elements of leadership, character, and emotional intelligence as sometimes described in other soft-skill and competency-related systems.)…”

Section: The International Institute For Competency Development’s 21s...mentioning

confidence: 99%

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

et al. 2023

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This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.

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Section: The International Institute For Competency Development’s 21s...mentioning

confidence: 99%

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

et al. 2023

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“…Generally, the importance of the implementation of the 4C model in teaching and learning has been emphasized by various scholars. As per Rusdin and Ali (2019), this contributes to the increment of the teachers' understanding and enhances their teaching quality. Furthermore, with such a deeper understanding, teachers become more sufficient to improve their teaching practices and ensure that they are in accordance with 21st-century educational agendas.…”

Section: Comparison With Previous Studiesmentioning

confidence: 96%

“…Finally, teachers are required to foster open communication among the students in order to foster learning and engagement (Sunardi and Doringin, 2020). Rusdin and Ali (2019) have articulated how the implementation of the 4C model in teaching and learning can pave the way for increasing teachers' understanding and enhancing their teaching quality. With a deeper understanding, the teacher would be able to improve teaching practices that meet the 21st-century educational Core competencies in the 4Cs' model (Chalkiadaki, 2018).…”

Section: C Model For Professional Training Of the Future Teachermentioning

confidence: 99%

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Role of the integration of the 4C model in the professional training of foreign language teachers

et al. 2023

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IntroductionThis study explored the opinions and experiences of senior EFL teachers and experts regarding the appropriate training of foreign language teachers to implement the 4C (critical thinking, creativity, communication, and collaboration) model of education in foreign language teaching.MethodsTo achieve its goal, the study employed a mixed-methods approach, using both qualitative and quantitative methods. Purposive sampling was used to select 12 participants who were the most knowledgeable and experienced in the research topic, and in-depth one-on-one interviews were conducted with them. Thematic analysis was used to identify major themes and patterns in the participants’ responses. Additionally, a survey was conducted with 60 EFL students to assess the impact of the 4C training on their learning outcomes.ResultsThe findings of the study revealed that participants perceived the 4C model of education as an effective approach for teaching foreign languages. They also emphasized the importance of providing appropriate training to foreign language teachers to enable them to effectively implement the 4C model. The survey data showed that the 4C training had a positive impact on the students’ learning outcomes.DiscussionThe study contributes to the existing literature on foreign language education by providing insights into the perceptions and experiences of senior EFL teachers and experts regarding the appropriate training of foreign language teachers to implement the 4C model. The study recommends that teacher training programs be revised to include the 4C model of education to improve the quality of foreign language education in Kazakhstan.

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“…Another problem found was less optimum online teaching-learning activity (Hasan & Bao, 2020) moreover it is difficult to instill skills and attitudes for the learners. The important skill and attitudes to prepare the learners in the 21 st century consist of creativity, critical thinking, communication, and collaboration (Rusdin & Ali, 2019). One of the 21 st -century skill focus is critical thinking skill.…”

Section:  Introductionmentioning

confidence: 99%

How Indonesian Primary Teacher Motivate and Trains Critical Thinking Skills during Pandemic?: A Phenomenological Study

Nikmah

Zubaidah

Retnawati

2021

JPP

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How Indonesian Primary Teacher Motivate and Trains Critical Thinking Skills during Pandemic?: A Phenomenological Study. Objective: This research aims to describe how teachers motivate and train critical thinking skills during the pandemic. Method: This research was a qualitative study with phenomenological type. The data were collected with a phone-call interview. It was then followed up with a WhatsApp-Group discussion of fifteen primary school teachers at a higher level class in Dawe district, Kudus Municipality, Central Java, Indonesia. The interview data were then reduced and presented in the table. Then, they were searched for the sub-themes. The applied analysis was done with Bogdan & Biklen's stages, consisting of reducing, finding the themes, and connecting the sub-themes. Finding: The interview result analysis resulted in five themes of motivation aspect and three themes dealing with critical thinking skill training. Conclusion: The obtained findings showed that teachers could improve the learners' learning motivation during the pandemic. However, they could not train the critical thinking skills due to various limitations.

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Practice of Fostering 4Cs Skills in Teaching and Learning

Cited by 14 publications

References 5 publications

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

Role of the integration of the 4C model in the professional training of foreign language teachers

How Indonesian Primary Teacher Motivate and Trains Critical Thinking Skills during Pandemic?: A Phenomenological Study

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