A CPD MODEL FOR THE DEVELOPMENT OF 4C AMONG STUDENTS OF LANGUAGE SPECIALTIES: A DIAGNOSTIC-BASED RATIONALE

Abstract

The development of 21st-century skills—critical thinking, creativity, communication, and collaboration (4C) is recognized as a key priority in modern language education and teacher training. However, empirical diagnostic studies addressing the actual level and structure of 4C among students of language specialties remain limited. This study aims to diagnostically assess the level of development of the 4C components among students of language specialties and to provide an empirical foundation for the design of a Continuous Professional Development (CPD) model. A descriptive cross-sectional survey was conducted among 135 students of language faculties majoring in Kazakh Language and Literature, Russian Language and Literature, and Foreign Language: Two Foreign Languages. Data were collected using an author-designed questionnaire based on the 4C framework. Statistical analysis included Cronbach’s Alpha reliability testing, descriptive statistics, level-based classification (low, moderate, high), and Pearson correlation analysis. The results demonstrate acceptable to high reliability of all four 4C scales (α = 0.676–0.875). Descriptive analysis revealed a generally moderate to high level of 4C development, with the highest mean scores observed for Collaboration (M = 4.77) and the lowest for Communication (M = 4.26). Level-based distribution showed that Communication and Creativity contain the largest proportion of students at moderate and low levels, indicating structurally vulnerable areas. Pearson correlation analysis revealed strong positive relationships among all 4C components (r = 0.61–0.75, p < 0.01), confirming their systemic and interdependent nature. The findings indicate a structural imbalance in the development of 4C among students of language specialties and provide strong empirical justification for the design of a holistic CPD model aimed primarily at strengthening communicative and creative competencies while maintaining integrated development of all 4C components.