Assessing 21st century skills in basic education: a study of primary teachers in West Java, Indonesia

Abstract

This study aims to assess primary teachers' 21st century skills in West Java, Indonesia, by profiling their competency levels, examining the influence of demographic factors, and exploring the interrelationships among the domains of critical thinking, creativity, communication, and collaboration. A cross-sectional survey design was employed involving 329 primary teachers. Data were collected using a validated 16-item questionnaire developed based on international 4Cs frameworks. Descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analysis with Bonferroni correction were conducted to examine group differences and interrelationships among skill domains. Teachers reported high levels of perceived competence across all four domains, with communication and collaboration showing the highest mean scores. Employment status significantly influenced all domains, with full-time teachers reporting higher levels than contract teachers. Teaching experience showed significant differences in creativity, communication, and collaboration, but not in critical thinking. All four domains were strongly and positively correlated, supporting the conceptualization of 21st century skills as an interconnected construct. The use of self-reported data and the geographic focus on West Java may limit the generalizability of the findings. Future research is recommended to incorporate observational and mixed-method approaches to better capture actual classroom practices. The findings underscore the importance of employment stability and inclusive professional development programs, particularly for early-career and contract teachers, to support the integrated development of 21st century teaching competencies. This study contributes to the limited empirical literature on 21st century skill assessment in Southeast Asia by providing a psychometrically validated instrument and by examining the structural interrelationships among the 4Cs in a primary education context. It also highlights the role of institutional and professional factors in shaping teachers' competencies.