Developing 4C English Instructional Materials for EFL Students at Higher Education

Background/purpose. 21st-century learning is an education reform that aims to equip every student with the essential skills to face global challenges. One of the strategies to tackle global challenges is teaching English as a Foreign Language (EFL) students the four key elements of 4Cs: creativity, critical thinking, communication, and collaboration. However, the availability of English instructional materials is limited. Therefore, the present study aims to develop student and teacher model books that integrate 4C skills. Hence, teachers can design and develop English instructional materials.

Materials/methods. Research and development (R&D) was conducted in four steps: need analysis and problem identification, model development, model implementation, and model evaluation. The research involved three types of research participants: one class of university students consisting of 20 students, five experts, and 2 teachers. The research applied semi-structured interviews, a questionnaire, and a test.

Results. The findings reveal that the participants need students' and teachers' model books that integrate 4C skills. Furthermore, the proposed model books were proven to be very valid, very practical, and effective. The findings also mentioned that the model books very much include 4C skills.

Conclusion. Designing and developing model books can further improve not only students’ academic achievement but also their skills. It is recommended that teachers design and build their own model book for their own courses. Thus, preparing and training teachers on material development is of paramount significance.

Keywords: 4C Skills, 21st-century skills, model book, English instructional materials, communication, collaboration, creativity, critical thinking

References

Ariyana, I. K. S. (2020). The need analysis of elementary school mathematics learning outcomes test based on HOTS characteristics in the form of multiple choice. Jurnal Pendidikan dan Kebudayaan Missio, 12(2), 87–98. https://doi.org/10.36928/jpkm.v12i2.453

Astuti, A. P., Aziz, A., Sumarti, S. S., & Bharati, D. A. L. (2019). Preparing 21st century teachers: Implementation of 4C character’s pre-service teachers through teaching practice. In Journal of Physics: Conference Series (Vol. 1233, No. 1, p. 012109). IOP Publishing. https://doi.org/10.1088/1742-6596/1233/1/012109

Brown, M., & Boylan, D. (2021). Improving critical thinking skills: Augmented feedback and post-exam debate: A Follow-up study. Business Education & Accreditation, 13(1), 1–10. www.theIBFR.COM

Cottrell, S. (2023). Critical thinking skills: Effective analysis, argument and reflection. Bloomsbury Publishing. https://www.bloomsbury.com/us/critical-thinking-skills-9781350322585/

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. Sixth Edition. Sage publications.

Daniswara, L.D., Cahyono, B.Y. (2023). Investigation of university students’ critical thinking in debate: Justification for the “AREL” argumentation process. JEES (Journal of English Educators Society), 8(2).142-152. https://doi.org/10.21070/jees.v8i2.1766

Capability to meet course intent; and (d) The ease of instructional design strategy

creation utilizing each multiple intelligence.

dation efforts were guided by the following research questions:

delivery of instruction developed for learners speciﬁcally measuring performance on post-

Demiral, U., & Cepni, S. (2018). Examining argumentation skills of preservice science teachers in terms of their critical thinking and context knowledge levels: An example using GMOs. Journal of Turkish Science Education, 15(3), 128–151. https://doi.org/10.36681/

Dhakal, K.R., Todd, R.W., & Natjiree, J. (2023). Unpacking the nature of critical thinking for educational purposes. Educational Research and Evaluation, 28(4), 130-151. https://doi.org/10.1080/13803611.2023.2262447

design and development research on model validation are presented.

Design model was ready to be tested using two separate model validation approaches—a

Designer usability study

designer usability test while instructional designers designed and developed a course and a

Ease of use; (b) Ability to overlay the model with an existing design model; (c)

Erdogan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124.

Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research & Development, 37(1), 15–29. https://doi.org/10.1080/07294360.2017.1344196

Gulnaz, F. (2020). Fostering Saudi EFL learners’ communicative, collaborative and critical thinking skills through the technique of In-Class debate. International Journal of English Linguistics, 10(5), 265. https://doi.org/10.5539/ijel.v10n5p265

Guidance required for designer model use; (b) Ability to incorporate content accuracy;

guide the development of such a model. The model components were then determined and

Hamdu, G., Muiz, D. A., & Silma, G. (2020). 4C’s skills performance assessment in STEM learning in elementary school. Universal Journal of Educational Research, 8(12), 7668–7675. https://doi.org/10.13189/ujer.2020.082553

Huang, J., & Guoyuan, S. (2023). Conceptualising critical thinking and its research in teacher education: A systematic review. Teachers and Teaching, 29(6). 1–23. https://doi.org/10.1080/13540602.2023.2212364

Helaluddin, H., Ahmad, M. A., & Anshari, A. (2020). Need analysis of academic writing teaching model based on process-genre approach: What do they really need? Universal Journal of Educational Research, 8(10), 4728–47355. https://doi.org/10.13189/ujer.2020.081043

incorporating multiple intelligences? Factors to consider included the following: (a)

learner conﬁdence and attitudes? Factors considered included: (a) Learner attitude

Lucia, D. L. (2019). Education and communication in the 21st century. The Quest Journal.

Malik, R. S. (2018). Educational challenges in the 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20. http://dx.doi.org/10.17509/jsder.v2i1.12266

Mason, B., and Krashen, S. (2019). Hypothesis: A class supplying rich, comprehensible input is more effective and efficient than "Immersion." IBU Journal of Educational Research and Practice, 7, 83-89. https://tinyurl.com/y4zdwmmz

McGrath, J., & Fischetti, J. (2019). What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature. International Journal of Educational Research, 95,212-226. http://doi.org/10.1108/S1479-367920190000038006

model had to now face a usability test by instructional designers and course validation.

Motallebzadeh. K, Ahmadi, F, & Hosseinnia,M. (2018). Relationship between 21st century skills, speaking and writing skills: A structural equation modelling approach. International Journal of Instruction, 11(3), 265-276. http://doi.org/10.12973/iji.2018.11319a

Mustami, M. K., Syamsudduha, S., Safei, S., & Ismail, M. I. (2019). Validity, practically, and effectiveness development of biology textbooks integrated with augument reality on high school students. International Journal of Technology Enhanced Learning, 11(2), 187–200. https://doi.org/10.1504/IJTEL.2019.098789

Nakano & Wechsler. (2018). Creativity and innovation: Skills for the 21st century. Estudos de Psicologia (Campinas), 35(3), 237-246. http://doi.org/10.1590/1982-02752018000300002

Nasibulloh, K., & Abdulkhay, K. (2023). Integrating creative and critical thinking skills in English Language teaching (ELT): A mixed-methods study. Journal of Education, Ethics and Value, 2(4), 60–66. https://jeev.innovascience.uz/index.php/jeev/article/view/72

Once designed and validated by subject matter experts (Tracey and Richey 2007), the MI

posttest performance?

Product impact study

product impact test measuring learners after they participated in the course. These vali-

Rahmi, A., & Suparman, S. (2019). Mathematical module based on CTL approach to increase learning motivation and 4C skills. International Journal of Scientific and Technology Research, 8(12), 1303–1309. https://bit.ly/3zVcZf1

Rakhmawati, D. M., & Priyana, J. (2019). A study on 21st century skills integration in the English textbook for senior high school. JEES (Journal of English Educators Society), 4(1), 9–16. Retrieved from https://doi.org/10.21070/jees.v4i1.1873

Richards, J. C. (2022). The official website of educator. https://www.professorjackrichards.com/effective-teaching-materials/

Samani, M., Sunwinarti, S., Putra, B., Rahmadian, R., & Rohman. (2019). Learning strategy to develop critical thinking, creativity, and problem-solving skills. Jurnal Pendidikan Teknologi dan Kejuruan, 25(1), 36-42. http://doi.org/10.21831/jptk.v25i1.22574

Selman, Y. F. (2020). Evaluation of the implementation of 4C skills in Indonesian subject at senior high schools. JPI (Jurnal Pendidikan Indonesia), 9(2), 244-257. http://doi.org/10.23887/jpi-undiksha.v9i2.23459

Sipayung, D. H., Sani, R. A., & Bunawan, H. (2018). Collaborative inquiry for 4C skills. In 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018) (pp. 440-445). Atlantis Press. http://doi.org/10.2991/aisteel-18.2018.95

study, the process and results of model use by practicing instructional designers and the

Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a

test and instructional appeal. In addition, reﬂections on lessons learned when conducting

the ﬁeld of instructional design through a three-round Delphi study. The result was a revised

theoretical foundations of multiple intelligences and instructional design were examined to

This article reports on the ﬁnal two phases of the design and development research

Tican, C., & Deniz, S. (2018). Pre-service teachers’ opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181-197. http://doi.org/10.12973/eu-jer.8.1.181

Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of environmental change learning tools based on STEM-PjBL towards 4C skills of students. Journal of Innovative Science Education, 9(2), 181-187. https://doi.org/10.15294/jise.v8i3.34048

Ye, P., & Xu, X. (2023). A case study of interdisciplinary thematic learning curriculum to cultivate “4C skills”. Frontiers in Psychology, 14, 1080811. http://dx.doi.org/10.3389/fpsyg.2023.1080811

Weng, X., Cui, Z., Ng, O. L., Jong, M. S., & Chiu, T. K. (2022). Characterizing students’ 4C skills development during problem-based digital making. Journal of Science Education and Technology, 31(3), 372-385. http://dx.doi.org/10.1007/s10956-022-09961-4

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

ANNOUNCEMENT

Message from the Editor-in-Chief,

We would like to inform our authors, reviewers, and stakeholders that EDUPIJ has entered Scopus’s re-evaluation process, as officially communicated (dated 2025-12-09). This assessment is a standard quality assurance practice applied to indexed journals and aims to ensure sustained editorial quality, ethical integrity, and alignment with Scopus’s evolving evaluation framework.

EDUPIJ welcomes this process and views it as an opportunity to further consolidate its editorial governance, strengthen publication ethics, and enhance peer-review rigor.

Strengthening Editorial and Ethical Standards

To ensure full compliance with international best practices and to proactively address Scopus evaluation criteria, the following measures have been formally implemented:

1. Selective Acceptance Policy for 2026 and Beyond

In response to increased submission volume in 2025 (see Journal Metrics: https://edupij.com/index/sayfa/18/journal-metrics), EDUPIJ will adopt a more selective acceptance policy starting in 2026 and continuing in the years ahead. In doing so, the geographic distribution of authors will also be taken into account to ensure that editorial decisions are informed by transparent, year-to-year submission and authorship patterns. Acceptance rates will be carefully aligned with editorial capacity to ensure a rigorous double-blind peer review process supported by active reviewer engagement and uncompromised editorial oversight. This policy reflects our commitment to quality-driven growth rather than volume-based expansion, and it directly addresses observations that the geographic spread of authors has changed significantly during the same period by ensuring that any such shifts are systematically monitored and considered within our quality assurance framework.

In line with this approach, we have adopted a Publication Volume Policy, enacted on 2025-12-07, which establishes clear upper limits on annual publication volume and defines a framework for maintaining EDUPIJ’s output at sustainable, long-term levels, comparable to pre-2025 volumes under normal conditions. This policy is also publicly available at https://edupij.com/index/sayfa/41/publication-volume-journal-metrics-policy.

From 2026 onwards, our objective is to maintain a moderate and stable annual volume, prioritising quality and selectivity rather than growth.

2. Enhanced Author and Manuscript Integrity Screening

All submissions now undergo mandatory integrity checks, including automated screening for retraction history and potential ethical risks prior to peer review. These procedures are designed to safeguard originality, research integrity, and transparency at every stage of the editorial process.

3. Establishment of a Publication Ethics Review Committee

A dedicated Publication Ethics Review Committee has been constituted to evaluate high-risk submissions, oversee ethical investigations when necessary, and ensure consistent adherence to COPE guidelines and internationally recognized publishing standards. All ethical decisions are documented and managed through a structured, transparent process.

Ongoing Commitment:

EDUPIJ remains firmly committed to rigorous double-blind peer review, transparent editorial policies, responsible scholarly communication, and the advancement of high-quality educational research at an international level.

Our journal continues to demonstrate steady progress in terms of international visibility, indexing coverage, and citation performance. We are confident that the Scopus re-evaluation process will further support the journal’s long-term sustainability and academic impact.

We sincerely thank our authors, reviewers, and the broader scholarly community for their continued trust and contribution to EDUPIJ.

Sincerely,
Prof. Turgut Karaköse, Editor-in-Chief

Posted: 2025-12-09