Critical Thinking, Creativity, Communication, and Collaboration (4C) Competencies on Student Achievement: Evidence from PISA 2018 Using Structural Equation Modeling

Abstract

This study investigates the relationships between four core 21st-century competencies (Critical Thinking (CT), Creativity (CR), Communication (CM), and Collaboration (CL)) and student achievement in Uzbekistan using nationally representative PISA 2018 data (N = 4,950). Structural Equation Modeling (SEM) was employed to estimate latent associations between 4C competencies and performance in mathematics, reading, and science, while controlling for socio-economic status (SES), gender, school type, and location. Results indicate that Critical Thinking is the strongest predictor across all domains, whereas Creativity significantly predicts mathematics and science, Communication primarily predicts reading, and Collaboration contributes to science achievement. SES demonstrates both direct and indirect effects, influencing competency development and academic outcomes. Model fit indices confirm acceptable structural validity. The findings highlight the predictive value of 4C competencies for academic success and provide empirical support for integrating 21st-century skills into curriculum reform and assessment policies in emerging education systems.