Zimbabwean high school teachers’ perception of the 4Cs: Perspectives on 21st century learning and innovation skills

Abstract

The development of 21st-century competencies such as collaboration, critical thinking, creativity and innovation, and communication (4Cs) has become central to preparing students for future life and the world of work. In this study, we investigated teachers’ conceptions of the 4Cs in selected Zimbabwean high schools, using the Partnership for 21st Century Learning (P21) framework. Ninety-three teachers from 4 high schools participated in this study. Structural equation modelling results indicated that teachers endorsed collaboration first, followed by communication, critical thinking, creativity, and innovation. Black teachers had greater and statistically significant means than non-Black teachers for collaboration and communication, while the practical subjects taught significantly influenced creativity and innovation. The findings provide policymakers with insight to advocate for and design curricula that balance the 4C skills equally, and for teachers to review their instructional strategies to incorporate critical thinking, creativity, and innovation, which are pivotal in preparing students for the unpredictable world of generative artificial intelligence and their future success. Teachers may need support through professional development focused on the 4Cs.