Exploring communication, collaboration, critical thinking, and creativity in educational robotics curriculum

Although there is a strong demand for the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) of 21st-century skills, a significant research gap remains in understanding how technology can effectively support these skills in kindergarten (ages 4–6). This study explored a three-month teaching intervention connected to Vygotskian mediated learning and Papert’s constructionism within a technologically enriched environment. It is a quasi-experimental design with 101 kindergarteners engaged in either a robotics-based curriculum or a traditional one. The 4Cs were measured in both groups using the Positive Technology Development (PTD) tool, and two methods of data analysis were used to capture evidence of 4Cs development. Latent Class Analysis (LCA) provided distinct patterns of 4Cs appearing in experimental and control groups, indicating a holistic development in the former. Robotics created a learning environment where all 4Cs were developed in a balanced and integrated manner, while in the latter, lower potential critical thinking and creativity, and a higher level of communication were observed. Moreover, Network Analysis was applied with the 4Cs represented as nodes. Network Comparison Test showed superior edge strength of collaboration - critical thinking pair in the experimental group, pointing out that the interaction mechanism in the use of educational robotics most probably activates and promotes these skills. The above findings advocate that educators and policymakers should create technologically enriched, problem-solving, interactive, open-ended learning experiences that foster 21st-century skills from early childhood.