Effect of the 4Cs on project-based learning in digital education: evidence from private universities in Thailand
Keywords:
Digital education, Project-based learning, 4Cs, Learning outcomes, Private universitiesAbstract
This study examines the effect of integrating the 4Cs—critical thinking, creativity, communication, and collaboration—into project-based learning in digital education at private universities in Thailand. Using a quantitative research design, data were collected from 500 undergraduate students with experience in digital project-based learning through a structured five-point Likert-scale questionnaire. Descriptive statistics and multiple linear regression were used for data analysis. The results showed moderate to high levels of 4C integration and revealed that all four competencies have positive and statistically significant effects on learning outcomes. The regression model explained 72.8% of the variance in learning outcomes, indicating strong explanatory power. Critical thinking and collaboration were the strongest predictors, followed by creativity and communication. These findings provided empirical evidence that embedding the 4Cs in digital project-based learning enhances students’ learning outcomes. The study contributes to digital pedagogy by validating the 4Cs framework in Thai private higher education and highlights the need for instructional designs that prioritize 21st-century skill development alongside technology use.
References
Ahmed, M. A. (2022). Business English instruction: Empowering learners with the 4Cs of the 21st century. Frontiers in Education, 7, 998987.https://doi.org/10.3389/feduc.2022.998987
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702
Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77–91. https://doi.org/10.1016/j.compedu.2018.05.016
Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital platforms and the improvement of learning outcomes: Evidence extracted from meta-analysis. Sustainability, 15(2), 1305. https://doi.org/10.3390/su15021305
Azimi, B. A. (2025). Project-based learning in higher secondary education in Afghanistan: Implementation feasibility, practices, and contribution to 21st-century skills. Journal Transnational Universal Studies, 3(10), 341–356. https://doi.org/10.58631/jtus.v3i9.195
Azmi, U., Safrijal, & Rahmi, M. (2024). Analysis of 4C skills (critical thinking, creativity and innovation, collaboration, and communication) of physics education students in facing the industrial revolution 4.0. Jarmal Penelitian Pendidikan IPA, 10(2), 695–703. https://doi.org/10.29303/jppipa.v10i2.5584
Evenddy, S. S., Gailea, N., & Syafrizal, S. (2023). Exploring the benefits and challenges of project-based learning in higher education. PPSDP International Journal of Education, 2(2), 458–469. https://doi.org/10.59175/pijed.v2i2.148
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digitaltechnologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hoesny, M. U., Setyosari, P., Praherdhiono, H., & Suryati, N. (2024). Integrating digital
technology into project-based learning: Its impact on speaking performance. MEXTESOL Journal, 48(3), 1–11. https://doi.org/10.61871/mj.v48n3-4
Julaeha, S. (2025). The effectiveness of project-based learning in enhancing creativity in phaseB students at SDN Pekayon 11 Pagi. Journal of Higher Education and Academic Advancement, 2(9), 421–431. https://doi.org/10.61796/ejheaa.v2i9.1383
Ka-J, W., Samae, R., & Tanweer, F. (2023). Fostering 21st-century skills through project-based learning: Learners’ perspectives from a Thai-English translation course. Al-NUR Journal of Graduate School, Fatoni University, 18(35), 59–75. https://so01.tci-thaijo.org/index.php/NUR_YIU/article/view/269750
Mahmadov, Y. (2025). Transforming education through digital learning: Embracing the new
era of learning. International Journal of Education and Digital Learning, 3(4), 157–
https://doi.org/10.61871/mj.v48n3-4
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based
learning and its effectiveness: Evidence from Slovakia. Interactive Learning
Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and
learning through project-based curriculum. Cogent Education, 9(1), 1–16.
https://doi.org/10.1080/2331186X.2021.2024936
Saimon, M., Lavicza, Z., & Dana-Picard, T. (2023). Enhancing the 4Cs among college students
of a communication skills course in Tanzania through a project-based learning model.
Education and Information Technologies, 28, 6269–6285.
https://doi.org/10.1007/s10639-022-11406-9
Sánchez-García, R., & Reyes-de-Cózar, S. (2025). Enhancing project-based learning: A
framework for optimizing structural design and implementation—A systematic review
with a sustainable focus. Sustainability, 17(11), 4978.
https://doi.org/10.3390/su17114978
Tafakur, T., Retnawati, H., & Shukri, A. A. M. (2023). Effectiveness of project-based learning
for enhancing students critical thinking skills: A meta-analysis. JINoP (Jurnal Inovasi
Pembelajaran), 9(2), 191–209. https://doi.org/10.22219/jinop.v9i2.22142
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-
Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse,
C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and
collaboration: Assessment, certification, and promotion of 21st century skills for the
future of work and education. Journal of Intelligence, 11(3), 54.
https://doi.org/10.3390/jintelligence11030054
Tuazon, A., & Sumadsad, C. (2022). Observance of 21st century skills teaching practices and
its impact on academic performance. Kasetsart Journal of Social Sciences, 43(4), 903–
https://doi.org/10.34044/j.kjss.2022.43.4.13
Vaithianathan, V., Subbulakshmi, N., Boopathi, S., & Mohanraj, M. (2024). Integrating project-
based and skills-based learning for enhanced student engagement and success:
Transforming higher education. In T. Minh Tung (Ed.), Adaptive Learning
Technologies for Higher Education (pp. 345–372). IGI Global Scientific Publishing.
https://doi.org/10.4018/979-8-3693-3641-0.ch015
Xudayberdiyevna, N. M. (2024). Integrating educational technology for enhancing project-
based learning motivation in students. American Journal of Social Sciences and
Humanity Research, 4(11), 156–160.
https://doi.org/10.37547/ajsshr/Volume04Issue11-20
Yuanti, Y., Nurhidayah, N., Hanim, S. A., & Akbar, K. F. (2025). Analysis of the effectiveness
of project-based learning in improving 21st century skills of students in Indonesian
higher education institutions. Jurnal BELAINDIKA: Pembelajaran dan Inovasi
Pendidikan, 7(1), 34–47. https://doi.org/10.52005/belaindika.v7i1.382
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends,
challenges, and innovations in technology integration. Frontiers in Education, 10,
