PEDAGOGICAL SIGNIFICANCE OF THE 4C MODEL IN ENSURING CONTINUITY AND DEVELOPING COMPETENCIES IN THE GENERAL EDUCATION SYSTEM
Keywords:
educational continuity; competency development; 4C model; general education system; general pedagogy; critical thinking; creativity.Abstract
This article examines the pedagogical significance of the 4C model - Critical Thinking, Creativity, Communication, and Collaboration - in ensuring educational continuity and developing key competencies in general education. From a general pedagogy perspective, the study analyzes how integrating the 4C model supports coherence in educational content, teaching methods, and learning outcomes across different educational stages. The research is based on a competency-based approach and a comparative analysis of international educational practices and contemporary pedagogical theories. Qualitative methods, including theoretical analysis and synthesis, were employed. The findings demonstrate that systematic implementation of the 4C model enhances learners’ cognitive, social, and communicative competencies and strengthens educational continuity within modern educational reforms.
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