4Cs Competences and Teacher Self-Efficacy in Elementary Education (2020–2030 Report and Foresight)
Abstract
The aim of the article is to examine how the 4Cs – Critical Thinking, Creativity, Communication, and Collaboration – are embedded in elementary education between 2020 and 2030, with a particular focus on Poland in comparison to selected international cases. The research addresses the problem of uneven policy traction and classroom practice, exploring how national strategies, professional development systems, and technology initiatives shape both pupil competences and teacher self-efficacy. Methodologically, it adopts a narrative literature review, drawing on OECD data, international policy documents, and empirical studies in English and Polish. The analysis progresses through four stages: (1) mapping policy frameworks, (2) assessing links between 4Cs and teacher self-efficacy, (3) evaluating pedagogical models such as STEAM and project-based learning, and (4) analyzing the impact of ICT, AI, and post-pandemic realities. Results show that jurisdictions embedding explicit 4Cs standards and sustained professional development (e.g. Finland, Korea) report higher teacher self-efficacy, while discretionary uptake leads to fragmented practice (e.g. Poland, several U.S. states). The article concludes with recommendations for statutory 4Cs descriptors, STEAM-oriented professional development, digital infrastructure, and well-being supports, thus contributing new evidence-based perspectives to pedagogical thought. The self-efficacy is highest when 4Cs training permeates both pre- and in-service programmes which introduces new research areas focusing on the education of future early childhood teachers to prepare educators and learners for a complex, technology-rich future by 2030.
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