Technology for developing 4C competency in teacher training

Modern society imposes new demands on the training of teaching personnel, especially in the context of digitalisation and global transformations in the field of education. Consequently, the integration of technologies aimed at developing key 21st-century competencies in future teachers has become highly relevant. The purpose of this study was to determine the effectiveness of integrating the 4C method into the training students majoring in education as a means of developing essential professional and universal competencies. The research employed methods of theoretical analysis of scientific literature, quantitative analysis with statistical data processing, a comparative approach to evaluating the results obtained through traditional and innovative teaching technologies, as well as student surveys conducted via the digital platform Kahoot. The study analysed the features of applying the 4C method (Creativity, Critical Thinking, Communication, Collaboration) in the educational process, compared the academic achievements of students from two experimental groups, and examined the impact of modern educational approaches on students’ motivation and engagement. The results demonstrated that the application of this method significantly enhanced learning motivation, contributed to the development of sustainable professional skills, improved teamwork abilities, and fostered independent analytical thinking. Analysis of the findings showed a positive trend: the experimental groups exhibited higher levels of student engagement and improved overall learning outcomes. Additionally, it was established that the implementation of such technologies requires appropriate methodological support, digital resources, and teacher training for effective application. The practical value of this study lies in the fact that its results can be utilised by pedagogy instructors and educational methodologists when designing educational programmes aimed at developing 21st-century competencies among future education professionals