Investigating the Roles of Self-Directed Learning in Developing the 4Cs of 21st Century Skills Among Student Teachers

This study investigates the role of self-directed learning (SDL) in developing the 4Cs of 21st-century skills (critical thinking, communication, collaboration, and creativity) among student teachers in Cambodia. The research employs a quantitative approach, utilizing a survey of 115 student teachers to examine SDL practices, challenges in implementation, and the relationship between SDL and the 4Cs. Findings reveal that student teachers engage in various SDL practices, with learning strategies being the most frequently employed. The study identifies several challenges in implementing SDL, particularly in applying learning strategies and setting goals. A strong positive correlation (r = 0.708, p < 0.01) is found between SDL and the development of the 4Cs, indicating that higher engagement in SDL is associated with the development of enhanced 21st-century skills. The research provides valuable insights for teacher education programs in Cambodia, highlighting the potential of SDL in preparing future educators for the demands of 21st-century teaching and learning.