Research Information System
Participatory Educational Research, vol.12, no.2, pp.164-182, 2025 (Scopus)
Teacher education programs have a vital role in meeting needs of the global education community. Given the recent emphasis on education for sustainable development, several countries have attempted to reform their education policies and upgrade teacher education programs to promote sustainable education. Likewise, embedding critical and creative thinking, communication and collaboration skills (4Cs) into practicums has become an aim of professional development in pre-service teacher education programs for sustainability. With this regard, this study aimed at examining whether embedding 4Cs skills into teacher education programs through a systemic approach to professional development would help pre-service teachers to develop 4Cs skills and competencies associated with those required for education in the field of education for sustainable development (ESD). This study applied a mixed-methods case study that used critical interpretive research approaches to understand pre-service teachers’ experiences with the 4Cs and the connection between the 4Cs and ESD skills and competencies such as critical thinking. The results revealed that pre-service teachers developed the 4Cs as indicated by the Partnership for 21st Century Skills (Partnership, 2019). We concluded that the 4Cs skills that were implemented and developed by pre-service teachers were strongly connected with the ESD skills and competencies for sustainability defined by UNESCO.