Content area
Educators worldwide are using a variety of approaches to develop students’ 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teachers, and site coordinators’ thoughts about the influence of a six-month inquiry-based learning (IBL) science project on middle and high students’ 4C skill development. We analyzed survey data from 109 students and 20 teachers, interview data from site coordinators, and Zoom transcripts to identify areas of growth. Students reported that the project fostered the development of communication and collaboration skills. We also noted gains in critical thinking and creativity skills. Nonparametric statistics confirmed that grade levels have a statistically significant effect on the 4C skills development. However, curriculum type (British vs. National) did not have a considerable influence, showing that teachers can use IBL projects to develop 4C skills regardless of curriculum variations. This study highlights the benefits of providing teachers with professional development that targets design and implementation of IBL to foster 4C skills development across content areas and educational settings.
Introduction
The policies regarding equity in the 21st century have implications for how educational systems must cater to the needs of all children and young people. Education systems need to offer learning experiences and skills relevant to the challenges faced by youth in the contemporary world. K-12 students must develop 21st century skills, often referred to as 4Cs: communication, collaboration, creativity and critical thinking, to prepare adequately for the fast-changing world. These skills are essential for navigating the complexities and seizing the opportunities that the contemporary job market offers (Grey & Morris, 2024). Possessing critical thinking skills, practical communication abilities, the capacity to collaborate with diverse peers, and a creative mindset, among other essential attributes, are necessary for students to engage in today’s multifaceted societies and the global economy.
Professional organizations are encouraging science educators to explicitly design curriculum and instruction that fosters the development of students 4Cs. This is especially true in the field of science education. For example, more than a decade ago, the National Science Teachers Association (NSTA, 2011) emphasizes the need to establish a relationship between quality science education and the cultivation of 21st century skills. More recently, the Brooking’s report titled ‘Education System Alignment for 21st-Century Skills: Focus on Assessment’ underscored the paramount importance of this intersection (Vivekanandan, 2019).
Even though there is a widespread global, regional, and national interest in a 21st century learning agenda, educators still need to implement these aspirations at the school and classroom levels (Filmer et al., 2021). However, focusing on these objectives, teaching, and fostering communication, collaboration, critical thinking and creativity (4Cs) require interventions and educational resources, prompting a significant shift in pedagogical approaches (Thornhill-Miller et al., 2023).
Science educators have been using Inquiry-Based Learning (IBL), a dynamic pedagogical tool, to develop students’ 4Cs. IBL enables students to learn science through systematic investigation, fostering scientific literacy and curiosity about the natural world (Dian, 2024). By promoting critical thinking and creativity, IBL encourages students to approach problems systematically and innovatively while enhancing their collaboration and communication skills through group work and idea-sharing (Lewis & Estis, 2020). These experiences cultivate essential 21st-century competencies, which are crucial for preparing students for future STEM careers. In short, IBL deepens students’ scientific understanding and equips them with the skills necessary to thrive in a rapidly changing world.
This article, as part of a larger mixed-method study, draws on data from an IBL project implemented across five secondary schools in Dhaka, Bangladesh. This six-month-long project involved 109 students, 20 science teachers, and five site coordinators. It aimed to empower teachers and students with IBL strategies and foster 21st-century skills. We begin this article with a comprehensive overview of the literature that influenced the design of the IBL project and the related study. Next, we describe the IBL project’s context, objectives, timeline, and research questions. The first question explored how middle and high school students, teachers, and site coordinators describe the influence of the IBL project experience on students’ (a) communication, (b) collaboration, (c) critical thinking, and (d) creativity skill development. The second question describes how middle and high school students’ survey responses about the IBL project experience reveal an association between the following independent variables: grade levels, gender, and types of curricula and their 4Cs (communication, collaboration, critical thinking, and creativity) skill development. We describe the instruments we used for data collection and the steps we took to enhance the reliability and validity of the data. We present our findings and discuss how educators in developed and developing nations can replicate the project with necessary modifications.
Literature review
In this section, we present four strands of the literature that guided the purpose and research design of the study. First, we outline the increasing need for 21st century skills worldwide. Next, we briefly synthesize a progressive teaching method that strengthens 21st-century skills. Subsequently, we present a brief synthesis of scholarly literature related to the interconnection between IBL and the 4Cs. Finally, we describe empirical research related to 21st century skills in science education within the context of Bangladesh.
Workforce needs: developing 21 century skills
Schools must empower students with the required training in scientific skills to meet the growing challenge of today’s global workplace (Grey & Morris, 2024). The Partnership for 21st Century Learning (P21, 2015) developed the rainbow diagram (see Fig. 1). As per the framework, teachers need to focus not just on disciplinary knowledge but also on facilitating the acquisition of innovation skills, namely communication, collaboration, creativity, and critical thinking, widely known as the 4Cs (P21, 2015).
Fig. 1 [Images not available. See PDF.]
Framework for 21st century learning
The question remains whether we have met or can meet the education vision of the future, or the development of the skills needed to cope with an ever-changing society. The short answer is “yet to be” (Herodotou et al., 2019). To prepare students for the 21st century job market, teachers should use 21st century pedagogical approaches.
Innovative pedagogy that enhances 21st century skills
In recent decades, there has been a growing emphasis on pedagogical techniques aimed at equipping learners with the skills necessary for the 21st century. Erdem et al. (2019), in their book 21st Century Skills and Education, highlight the importance of teaching not only traditional core subjects but also fostering a broad set of competencies required for success in the modern digital economy. They argue that effective teaching must empower students with these skills to prepare them as productive citizens. Despite the persistence of traditional lecture-based instruction in many regions (Tronchoni et al., 2022), educators are increasingly adopting student-centered pedagogies such as project-based learning, problem-based learning, inquiry-based learning (IBL), place-based learning, cooperative learning, and collaborative learning, many of which originated in the 20th century (Balasanyan, 2019).
Each of these student-centered strategies has unique features that may enhance the 4Cs; however, their goals and method are distinct from IBL. Project and problem-based learning involves the design and construction of actual solutions to real-life problems. Conversely, place-based learning helps learners connect theoretical concepts with practical challenges unique to a particular locality. Cooperative learning, a widely used strategy, encompasses various approaches, and research suggests it fosters creativity and critical thinking (Soleimanpouromran & Alizadeh, 2020). Collaborative learning encourages learners to express themselves, defend their positions, and engage in higher-order thinking, contributing to deeper understanding and meaningful learning (Usman et al., 2023). While IBL shares some of the above-listed characteristics, it focuses on systemic inquiry. Therefore, it lends itself to the field of science, which relies heavily on scientific procedures.
Despite global efforts to adopt innovative teaching strategies, many countries’ educational systems have not fully met the vision of preparing students for the 21st-century job market (Herodotou et al., 2019; Kıyıkçı & Özyürt, 2023). Even though science teacher educators have been experimenting with various innovative student-centered approaches, challenges impede preparing children for the 21st century. This project, which introduced urban teachers and students in five schools to IBL, was a small step towards bridging the gap between theory and practice in Bangladesh.
Theoretical framework: using IBL to develop students’ 4Cs
A growing number of studies highlight the importance of IBL and how it can develop 4Cs. In this section, we synthesize the literature that describes how teacher-scholars have been using IBL to enhance students’ 4C skills.
Communication
Multiple scholars have observed that engaging IBL activities can enhance students’ communication skills (Iwe et al., 2022; Pursitasari et al., 2020; Rabbani et al., 2024). IBL provides opportunities for interaction between peers and teachers. Pursitasari et al. (2020) reported increased student-student and student-teacher interaction and communication resulting from IBL. Since IBL often engages students in multiphase group work, it requires both oral and written communication. In their study Borkowski (2024), who studied the performance of 29 engineering students’ participation in IBL activities, noted that IBL helped improve students’ both oral and written communication skills. Similarly, Iwe et al.’s (2022) mixed-method study involving 120 undergraduate students in Nigeria illustrated how students collaborated in small groups to investigate, analyze, and present IBL findings. This experience fostered effective interpersonal communication, both orally and in writing. These findings emphasize IBL’s significant role in fostering and enhancing students’ communication skills across various contexts and disciplines.
Collaboration
Researchers recognize IBL for its multifaceted benefits, including its ability to develop collaboration skills, investigative prowess, and a deeper understanding of scientific concepts (Casa-Coila et al., 2024; Kousloglou et al., 2023; Lewis & Estis, 2020). Lewis and Estis (2020) examined 120 students engaged in IBL and found consistent recognition among participants of the value of collaborative learning and peer instruction in scientific education. This study is in line with Pursitasari’s (2020) quasi-experimental study, which found seventh-grade students’ positive reception of team-based IBL. Students in the experimental group expressed appreciation for teamwork, peer instruction, and exposure to diverse viewpoints, noting that these elements fostered enhanced collaboration both among peers and with teachers. Furthermore Kousloglou et al. (2023) conducted a qualitative study involving tenth graders using mobile technology-supported IBL in Greece. They reported students perceived IBL as beneficial for fostering faster work processes, reducing errors, and encouraging consideration of multiple perspectives through collaboration. This underscores the practical advantages of IBL in cultivating scientific skills. Additionally, Casa-Coila et al. (2024), who explored the experiences of 162 university students engaged in IBL, observed a positive correlation between collaborative learning and the acquisition of scientific skills. Their research showed that, as students continued to collaborate, they not only enhanced their scientific process skills but also deepened their understanding of scientific concepts through shared inquiry. Together, these studies illustrate how IBL promotes a more comprehensive grasp of scientific principles through collaboration among learners across different educational levels.
Critical thinking
IBL is a complex learning process comprising several stages that enhance students’ critical thinking skills (Mitarlis et al., 2020; Rahmi et al., 2019). Mitarlis et al. (2020) examined the impact of IBL activities in chemistry, which includes the phases of orientation, conceptualization, investigation, conclusion, and performance, on students’ critical, creative, analytical, and practical thinking skills. The quantitative analysis showed a moderate improvement in critical thinking, while the other skills saw a high level of enhancement. Rahmi et al. (2019), who studied 273 individuals across seven classes, observed a statistically significant increase in students’ critical thinking through collaboration and teamwork, highlighting a strong connection between engagement and learning. Additionally, Kamaruddin et al. (2023), using a qualitative approach, found that IBL lessons help students think more critically and improve the quality of their argumentative essays. These findings show IBL is an effective approach for enhancing various aspects of students’ cognitive abilities, especially critical thinking.
Creativity
Several scholars reported that IBL lessons enhance students’ creativity (Pitta-Pantazi et al., 2022; Rodríguez et al., 2019; Wahyuni & Husein, 2019; Zahara & Syukri, 2020). Wahyuni and Husein’s (Wahyuni & Husein, 2019) quantitative study investigated the effect of teacher-guided IBL through physics lessons to enhance 55 students’ verbal, figural, numerical, and procedural creativity improvements. They found students could answer with original thoughts and that procedural creativity was higher than in other aspects. Zahara and Syukri’s (2020) study also confirms a higher level of creative skills in quasi-experimental research on 186 grade 11 students learning STEM courses through IBL. Razali et al.’s (2020) study revealed that students with high creativity process a high level of generic scientific skills, which directly connects with students’ learning achievement. Kousloglou et al.’s (2023) inquiry related to the context in which students apply their creativity confirmed that students enjoyed the opportunity to provide fresh creative ideas that are valuable; this was fostered by IBL, as opposed to teacher-centered methods. Overall, empirical evidence confirms that IBL lessons enhance students’ creative abilities across various science disciplines.
Integration of 21st century skills in science education in Bangladesh
Several studies have highlighted a deficiency in 21st century skills among students in Bangladesh across different educational levels (Afroze et al., 2019; Alam & Zhu, 2022; Uddin et al., 2020). Afroze et al.’s (2019) qualitative study involving 13 human resource professionals and engineering students showed that communication and team-building skills, crucial in the 21st century, are more important than academic skills. The authors maintain that the educational system must teach these soft skills (Afroze et al., 2019). Alam and Zhu (2022) investigated the factors contributing to the poor critical thinking skills among Bangladeshi students, another essential skill for the 21st century job market. The study revealed that a teaching approach where private tutors focus on exam strategies rather than content comprehension hinders the development of critical thinking skills. Uddin’s (2020) survey of 444 eighth-grade students from 13 secondary schools in Bangladesh supported Alam and Zhu’s findings and highlighted the importance of further developing high school students’ critical thinking skills.
Scholars noted that different instructional medium influence how 21st century skills are fostered in Bangladesh (Alam & Zhu, 2022; Chowdhury & Synthia, 2020; Nusrat & Sultana, 2019). The English medium and Bengali medium curricula are two distinct educational systems in the country. English medium schools generally follow the British curriculum with instruction in English. These schools emphasize a global perspective, often using interactive learning methods, and prepare students for international qualifications like O-Level and A-Level. On the other hand, Bengali medium schools follow the national curriculum set by the National Curriculum and Textbook Board (NCTB), with instruction in Bengali. These schools emphasize national identity, culture, and history, with a more traditional focus on memorization and structured learning. While wealthier families often perceive English medium education as more prestigious and prevalent, Bengali medium education is more accessible and widespread throughout the country (Tunali, 2019).
Several researchers noted that English medium schools and certain Bengali medium private schools give better opportunities for students to practice 21st-century skills than public schools (Alam & Zhu, 2022; Chowdhury & Synthia, 2020; Tunali, 2019). Tunali (2019), who interviewed 16 university professors and researchers, found that English medium schools prioritize the development of 21st century skills for global job market requirements. Similarly, around 11 hundred parents in Bangladesh who took part in Chowdhury and Synthia’s (Chowdhury & Synthia, 2020) quantitative study reported that private schools are superior in developing pupils’ critical thinking skills. Conversely, Tunali (2019) reports that many schools seem unaware of the need to foster these skills for students’ future work lives. Scholars have expressed concern about the gap between the emphasis on 21st century skills in the curriculum and the industry’s expectations from fresh graduates in Bangladesh (Nusrat & Sultana, 2019).
The government of Bangladesh has acknowledged the importance of 21st century skills and has implemented various initiatives to incorporate them into the education system, specifically in the K-12 curriculum. According to the National Curriculum and Textbook Board (NCTB, 2021), the country’s latest curriculum framework, 2021 strongly emphasizes preparing students for the 21st-century job market. Through “a series of technical exercises involving stakeholders in the changing national and global contexts, the Sustainable Development Goals and commitments, and the challenges and prospects of the 21st century” (p. 23, NCTB, 2021), the Curriculum Framework 2021 is based entirely on Bangladesh’s context. This “forward-looking framework focuses on the challenges and obstacles that the young generation of Bangladesh is facing today and may face in the future” (p. 23, NCTB, 2021).
To facilitate effective implementation, the Ministry of Primary and Mass Education (MoPME) in Bangladesh has prioritized continuous professional development (CPD) for government primary school teachers to enhance their professional competencies (Alam et al., 2022). NCTB evaluated the primary science curriculum in 2019 and emphasized that it aligns with the needs and evolving realities of the 21st century. They highlighted the importance of student-friendly and engaging teaching, learning, and assessment methods, as well as the need for a higher level of preparedness among teachers. The authors suggested that changes in teachers’ mindsets, development of practical skills through hands-on experiences, and crafting a supportive environment are necessary to facilitate the smooth implementation of the curriculum.
Method
This study is part of a larger mixed-method study with an explanatory sequential QUAN-QUAL design (Creswell & Clark, 2017). It explores the influence of a 6 month-long IBL project on middle and high school students’ perception of their developing skills. In this article, we present findings related to a cross-section of data related to students’ 4C skills. In this section, we describe the project, research design, study context, data sources, research questions, instrumentation, and data collection procedures.
Site selection and sampling method
The IBL project took place in Dhaka, a densely populated city, home to 2974 secondary schools with an enrollment of 1,793,365 students (Bangladesh Bureau of Educational Information and Statistics, 2022). Author 1 used convenience (Etikan et al., 2016) and purposeful approach (Mason, 2002) to select five urban schools in Dhaka for this study. She purposefully chose schools that varied in terms of curriculum, fee structure, and affiliation (private or public). The sample included two schools that offered the British curriculum and three that offered the National curriculum. The fee structure of these schools varied significantly. The private institutions that offered the British curriculum charged students between $1350 and $2500 annually. Conversely, the schools that offered the National curriculum charged between $320 and $700 annually. The single public school that offered the National curriculum did not charge tuition. Details about how the 20 teachers, 5 site coordinators, and 109 students were selected are provided in the following section.
Training, implementation, and dissemination
The IBL project involved a six-month educational intervention at five urban schools in Dhaka, Bangladesh. As shown in Fig. 2, we conducted project activities in three phases: planning, implementation, and dissemination.
Fig. 2 [Images not available. See PDF.]
IBL project outline
In the planning phase, we invited 20 science teachers who teach grades six to twelve, from each of the five urban schools to take part in the IBL professional development project. We also recruited a site coordinator from each school. During the implementation phase, the 20 teachers and 5 site coordinators attended a two-hour, in-person professional development session focused on integrating IBL lessons into the science curriculum. This session encompassed topics such as accessing online IBL resources, designing IBL lessons using locally available materials, and strategies for actively engaging students in the inquiry process. We also introduced them to the outlines of two IBL activities included in the project’s design. The director included a structured inquiry approach for Activity 1, where students must follow a predetermined approach to find the answer. Activity 2 encouraged students and teachers to follow a guided inquiry approach, which required students to conduct an investigation with the guidance from the teacher. Both activities were based on the 5E instruction model developed by the Biological Sciences Curriculum Study (BSCS) with five distinct phases: engage, explore, explain, extend, and evaluate. In short, the IBL project employed a learner-centered approach, that included exploration, discovery, and collaborative learning.
Participating teachers agreed to join a dedicated social media group to receive ongoing support throughout the program’s duration. Following this, each school received a training toolkit, a general science toolkit (see Fig. 3), and a model IBL lesson to support project implementation and IBL practices. The toolkit included general laboratory items for physics, chemistry, and biology experiments for high school level.
Fig. 3 [Images not available. See PDF.]
IBL activities at school
During the implementation phase, each teacher created a team of five/six students (109 students in total). Teachers selected students based on their enthusiasm. These student-teacher teams used the model IBL lesson and the toolkit to gain familiarity with IBL. After using Activity 1, the structured IBL approach to gain familiarity with IBL, each teacher-student team designed and executed IBL Activity 2 a guided IBL approach using the science toolkit and locally available materials. These two activities helped teachers to shift from the lecture method to a more student-centered approach. Students experienced, for the first time, what it was like to conduct scientific experiments and practice 4Cs. The integration of 4C framework into IBL offered communication and collaboration. Students cooperated in groups, sharing ideas through speaking and writing, performing experiments, and analyzing their results together. By assigning roles like researcher, recorder, analyzer, and presenter, each team member made a clear contribution to the group effort. Additionally, students used creativity and critical thinking to design experiments or models, analyze data, evaluate results, and arrive at conclusions.
As evident from Fig. 2, the IBL project culminated with the dissemination phase when the student-teacher teams publicly presented their IBL activities at a poster fair. Additionally, teachers and students shared their experiences with broader audiences through panel presentations via Zoom. For additional details about the curriculum and design of the project, see Machado and Nahar (2021, 2023).
Data sources and research questions
We used data from Teacher Survey A and B, a Student Experience Survey, qualitative insights derived from five interviews with site coordinators, and transcripts from four recorded Zoom sessions to answer the following research questions:
How did middle and high school students, teachers and site coordinators describe the influence of the IBL project experience on students’ (a) communication, (b) collaboration, (c) critical thinking, and (d) creativity skill development?
Did middle and high school students’ survey responses about the IBL project experience reveal an association between each of the following independent variables: grade levels, gender, and types of curricula and their 4Cs (communication, collaboration, critical thinking, and creativity) skill development?
For this study, the operational definition of each of the 4Cs is as follows:
Communication is the skill of sharing thoughts, ideas, and asking questions effectively through listening, speaking or writing utilizing multiple media and technologies in diverse environments (P21 Framework, 2015).
Collaboration involves working together with others in a respectful and effective manner within diverse teams. It requires flexibility and a willingness to make compromises to achieve a shared goal. Collaboration also means taking joint responsibility for the work and valuing the unique contributions of each team member (P21 Framework, 2015).
Critical Thinking is the deliberate process of considering, analyzing, and evaluating information, guided by self-regulation, to arrive at evidence-based conclusions and definitions regarding concepts, methods, and prescriptions (Anggraeni et al., 2023). This definition builds on Dewey’s (1916) concept of critical thinking as the active and careful examination of beliefs or knowledge that are commonly accepted.
Creativity can be defined as the capacity to produce novel, original work that fits with task constraints and has value in its context (Lubart & Thornhill-Miller, 2019).
Instrumentation
We developed Teacher Survey A and B, a Student Experience Survey, and an interview protocol for site coordinators based on our combined 25 years of teaching and research experience in Pakistan, Bangladesh, and the United States. These instruments gathered quantitative and qualitative data sequentially for a larger mixed-method study. First, we used data from the 13-item Students’ Experience Survey to evaluate students’ growth in 21st century skills: communication, collaboration, creativity, and critical thinking. This survey included five items that elicited basic demographic information, such as age, gender, and curriculum type. Item 12 focused on the IBL project’s impact on students’ 4C skills. Next, we used Teacher Survey B to elicit teachers’ perspectives about students’ skill development. Items 1 and 2 addressed the IBL project’s success, while items 3 and 4 explored the challenges teachers faced, allowing them to reflect on the connection between the 4C skills and the IBL project. We also used interview data from site coordinators who played a supportive role at the five schools. The interview protocol included both open-ended (items 1, 2, 3, 4, 7, 8, and 9) and closed-ended questions (items 5, 6, and 10). Items 1 and 2 elicited data on general science teaching practices, while the remaining items focused on the successes and challenges observed during the IBL project. As a fourth data source, we used 4 Zoom sessions’ transcribed transcripts. This approach provided multiple perspectives on the influence of the IBL project on students’ 4C skills.
Data collection procedures
We collected both quantitative and qualitative data from project stakeholders; these included teachers, students, site coordinators, and Zoom session participants. We gathered teachers’ perspectives using two surveys: Teacher Survey A, administered before the program, and Teacher Survey B, administered after the program. To ensure 100% participation, we distributed the surveys electronically via Qualtrics links sent through email. For less tech-savvy teachers, we provided additional support and administered paper surveys. After the program, the 20 teacher participants shared a link to the Student Experience Survey via social media groups created for project communication. These surveys elicited quantitative and qualitative data. Through semi-structured interviews, we collected additional qualitative data from five site coordinators who oversaw the project at five schools. To further enrich the qualitative data, we analyzed the transcripts of four Zoom sessions, where project participants shared their learning with a local and global audience.
Data quality: validity, reliability, and transferability
We employed several methods to enhance data validity and reliability and minimize researcher bias. First, a doctoral student with 20 years of teaching experience in Bangladesh evaluated and validated the three surveys for clarity and readability. Second, we changed the survey conduction method when we realized teachers were encountering difficulties with electronic surveys, by providing paper survey forms to the teachers. For data collection from students, Google Forms was utilized as it was the most convenient way to reach students. In addition to this, before analyzing the data, Author 1 in Bangladesh conducted the survey, while Author 2 in the US anonymized the survey data.
We calculated Cronbach’s alpha for scaled item 12 to establish the internal consistency of the four subscales in the Student Experience Survey. Cronbach’s Alpha shows that the internal consistency of the survey items for communication (0.754) and critical thinking (0.802) was higher. However, collaboration (0.678) and creativity (0.507) were below 7. We employed several strategies to ensure the trustworthiness and transferability of the qualitative data. During the data collection, analysis, and manuscript preparation stages, both authors were actively involved in transcribing data, applying inter-coder reliability during codebook development (Hatch, 2002), memoing, and peer debriefing throughout (Edmonson & Irby, 2008).
Participants
Twenty teachers who taught science to middle and junior high school students and 5 site coordinators participated in the project. The 109 student participants included 43 middle school, 39 junior high school, and 27 senior high school students. The survey data includes a representative sample of students across middle school (n = 11, 23.4%), junior high school (n = 23, 48.9%), and senior high school (n = 13, 27.7%). A higher proportion of students were female (n = 37, 66%) compared to male students (n = 16, 34%). Most student respondents were aged 15–16 years (n = 24, 51%), with approximately one-third falling within the 13–14 age range (n = 18, 38.3%), and a smaller fraction aged 17–18 years (n = 5, 10.6%). Schools following the British curriculum are all private, with English as the medium of instruction, accounted for 63.5% of the survey respondents. In contrast, schools under the National curriculum included both private and public institutions, with instruction in English or Bangla, making up 36.2% of the respondents. The teacher sample comprised more female participants (n = 14) than male participants (n = 9). Their teaching experience ranged from 2 to 25 years. 2 females and 3 male school coordinators, who played an administrative role in their respective schools, participated in the study as site coordinators, as well.
Data analysis
We analyzed both quantitative and qualitative data for this study. The numerical data extracted from the Student Experience Survey, reflecting students’ perceptions of their engagement with the 4Cs during the project, were analyzed with IBM SPSS statistics, version 28. For the initial analysis, we computed descriptive statistics (mean and standard deviation) for the aggregate database of responses to scales item 14. Students responded to this item using a four-point Likert scale ranging from never to frequently. The Likert scale utilized in this study categorizes responses into four distinct levels, Never, Sometimes, Often and Frequently, to measure the frequency of behaviors or experiences. Never corresponds to a response interval of 1.0 to 1.75, indicating the absence of the described behavior or experience. Sometimes, with an interval of 1.76 to 2.50, reflects occasional occurrences. Often represents regular but not constant occurrences, within an interval of 2.51 to 3.25. Frequently indicates consistent or very frequent occurrences, with a response interval of 3.26 to 4.00. The mean values were interpreted following 4-Point Likert Scale Measurements (Pimentel, 2010).
Tables 1, 2, 3 and 4 present the consolidated means and standard deviations of the items in the Student Experience Survey related to each of the 4Cs. Students’ responses are organized in descending order of means; seven of the items relate to communication (Table 1), six to collaborations (Table 2), 17 to critical thinking (Table 3), and three to creativity (Table 4).
Table 1. Descriptive statistics: students communication skill development
Students’ perception regarding science teaching | M | SD | Level |
|---|---|---|---|
i. Communicate orally with my science teacher | 3.47 | 0.881 | Frequently |
iv. Ask a teacher for information or explanation related to the IBL project | 3.34 | 0.788 | Frequently |
vi. Communicate in writing with other students in my team | 3.23 | 0.960 | Often |
xxiii. Write lab reports | 3.21 | 0.947 | Often |
iii. Communicate in writing with my science teacher | 2.94 | 0.895 | Often |
vii. Use the guidance of my teachers to draw conclusions | 2.87 | 1.191 | Often |
xii. Explain what we learned to other students and teachers | 2.64 | 1.031 | Often |
xxi. Make observations and describe them | 2.19 | 0.949 | Sometimes |
Note Never = 1.0 - 1.75, Sometimes = 1.76 - 2.50, Often = 2.51 - 3.25, Frequently = 3.26 - 4.00
Table 2. Descriptive statistics: students’ collaboration skill development
Students’ perception regarding science teaching | M | SD | Level |
|---|---|---|---|
xxvii. Work in small groups on an experiment or investigation | 3.47 | 0.804 | Frequently |
xvii. Record observations | 3.36 | 1.022 | Frequently |
x. Used input from group members to draw conclusions | 3.23 | 0.937 | Often |
vi. Communicate in writing with other students in my team | 3.23 | 0.960 | Often |
vii. Use the guidance of my teachers to draw conclusions | 2.87 | 1.191 | Often |
xxvi. Conducted the experiments or investigations without the teacher’s help | 2.60 | 1.009 | Often |
Note Never = 1.0 - 1.75, Sometimes = 1.76 - 2.50, Often = 2.51 - 3.25, Frequently = 3.26 - 4.00
Table 3. Descriptive statistics: students’ critical thinking skill development
Students’ perception regarding science teaching | M | SD | Level |
|---|---|---|---|
xx. Use data from experiments to draw conclusions | 3.64 | 1.154 | Frequently |
xvi. Think critically | 3.53 | 0.819 | Frequently |
xxii. Relate what we learn from our IBL project to our daily lives | 3.28 | 0.858 | Frequently |
x. Used input from group members to draw conclusions | 3.23 | 0.937 | Often |
xxiii. Write lab reports | 3.21 | 0.947 | Often |
xxiv. Use assumptions to draw conclusions | 3.19 | 1.041 | Often |
v. Learn how to draw scientific conclusions using evidence | 3.06 | 0.895 | Often |
iii. Communicate in writing with my science teacher | 2.94 | 0.895 | Often |
xxviii. Work on problems on our own | 2.94 | 0.845 | Often |
vii. Use the guidance of my teachers to draw conclusions | 2.87 | 1.191 | Often |
xxv. Design or plan an experiment or investigation using IBL | 2.79 | 1.136 | Often |
xi. Search online for information or explanations related to the IBL project | 2.74 | 1.131 | Often |
xiii. Experience the frustration scientists face when doing experiments | 2.74 | 1.131 | Often |
xv. Solve problems during data collection | 2.74 | 0.856 | Often |
xii. Explain what we learned to other students and teachers | 2.64 | 1.031 | Often |
viii. Search textbooks for information or explanations related to the IBL project | 2.47 | 1.080 | Sometimes |
ii. Search library books for information or explanations related to the IBL project | 2.34 | 0.867 | Sometimes |
Note Never = 1.0 - 1.75, Sometimes = 1.76 - 2.50, Often = 2.51 - 3.25, Frequently = 3.26 - 4.0
Table 4. Descriptive statistics on students’ creativity skills practice
Students’ perception regarding science teaching | M | SD | Level |
|---|---|---|---|
xxiii. Write lab reports | 3.21 | 0.947 | Often |
iii. Communicate in writing with my science teacher | 2.94 | 0.895 | Often |
xxv. Design or plan an experiment or investigation using IBL | 2.79 | 1.136 | Often |
Note Never = 1.0 - 1.75, Sometimes = 1.76 - 2.50, Often = 2.51 - 3.25, Frequently = 3.26 - 4.0
We used NVivo, a qualitative research software, to code data from multiple sources. This included qualitative data nested in the Student Experience Survey (items 11 and 13), Teacher Survey B (items 3, 5, and 6), the five site coordinator interviews, and the transcript of four recorded Zoom sessions. We used typological analysis (Hatch, 2002) to code the data, followed by interpretive analysis (Hatch, 2002).
Results
Influence of the IBL project on students’ 4Cs (RQ1)
As discussed in the literature review section, students in many schools in Bangladesh are exposed to teacher-centered pedagogy. The IBL project required teachers to use student-centered pedagogy grounded in constructivism. We used both quantitative and qualitative data to answer research question 1, which explored how students, teachers and site coordinators described the IBL project’s influence on students’ (a) communication, (b) collaboration, (c) critical thinking, and (d) creativity skills.
Influence of IBL project on students’ communication skills
Research question 1 explored how students, teachers and site coordinators described the influence of the IBL project on students’ communication skills. The eight items in Table 1 were used to answer this question. Descriptive statistics highlighted the frequency and variability in student interaction with their science teachers and peers during the IBL project. Of the seven items from the Students Experience Survey listed in Table 1, students reported that the project allowed them to “communicate orally with my science teachers” (M = 3.47; SD = 0.881) and “ask a teacher for information or explanation” frequently (M = 3.34; SD = 0.788). While the majority agreed they experienced five of the activities often, the higher standard deviation reveals variability in students’ responses to “use the guidance of my teachers to conclude” (M = 2.87; SD = 1.191) and “explain what we learned to other students and teachers” (M = 2.64; SD = 1.031). Students reported fewer opportunities to make and describe observations during the IBL project activities.
We used NVivo for typological and interpretative analysis (Hatch, 2002) of the open-ended responses nested in the surveys, interview transcripts, and Zoom transcripts. Through this process, we identified 32 units of meaning related to communication. This data furthers our understanding of the numeric findings. During the project, students engaged in three types of communication: communication within the school campus, interacting with non-participating students from all five schools during the poster fair, and sharing findings with the teachers and students in other schools and countries via Zoom. Students’ responses to the open-ended questions in the Student Experience Survey confirmed that they interacted with their team members while engaging in IBL activities. Several students reported they engaged in dialogue to seek answers (n = 8), exchange ideas (n = 8), and acquire assistance and clarification from teachers (n = 2). They reported that they enjoyed interacting with others to collect data. One student said:
We interviewed 15 people to collect data. Talking about menstruation is a big taboo in South Asian communities, so women often feel hesitant to share their problems even if it gets to a severe stage. (Sarah, School B, Student Experience Survey)
During his interview, Mr. Hannan, a site coordinator of School D, reported that he was impressed with the high level of interaction between students and their teachers. He said, “It was excellent to hear the students speak so confidently” (Mr. Hannan, Site Coordinator, School D, Interview, October 29, 2020). Ms. Hasna another site coordinator commented on the significance of the poster fair, where students “asked questions about other projects” (Ms. Hasna, Site Coordinator, School E, Interview, September 25, 2020) and gained substantial knowledge and information. She reported that their interactions with students from other schools served as a celebratory aspect for the participating students. The other three site coordinators, Ms. Tania, Mr. Rashid, and Ms. Shimanto from schools A, B and C, reported that following the poster fair, students exhibited their posters within the school and discussed their project experiences with classmates and students from various grades. They underscored the importance of students sharing their projects with those who could not participate. Additionally, two teachers noted that their Facebook messenger groups were pivotal in facilitating ongoing student interactions. It also made it easier for teachers to communicate with their students.
Influence of the IBL project on students’ collaboration skills
Research question 1b explored how students, teachers and site coordinators described the influence of the IBL project on students’ ability to collaborate. The six items in Table 2 were used to answer this question. Descriptive statistics highlighted the frequency and variability in students’ collaborative practices during the IBL project. We considered the mean scores and standard deviations to offer insights into the overall trends and variability in student responses. The majority agreed the IBL project provided them frequent opportunities to “work in small groups on experiments or investigations” (M = 3.47; SD = 0.804) and “record observations as a group” (M = 3.36; SD = 1.022). The higher standard deviation reveals variability in students’ response to “record observations” (M = 3.36; SD = 1.022). Additionally, students reported that they often had opportunities to “use input from group members to conclude”, “communicate in writing with other team members”, “use the guidance of their teacher to draw conclusion” (M = 2.87; SD = 1.191), and “conduct the experiment without the teacher’s help” (M = 2.60; SD = 1.009).
Our analysis of the 29 qualitative, meaning units related to collaboration from four data sources, showed that students engaged in two types of collaboration: student-to-teacher and student-to-student collaboration. This supports the numeric findings that show that small groups facilitated collaboration. The qualitative data also helped us understand how students with limited exploration of constructivist-based activities distributed their responsibilities while engaging in collaborative group work during the IBL project. The comments below illustrate how their teachers guided them to approach the IBL activity as a collective effort, emphasizing the need to allocate tasks among team members to share the workload effectively.
With all the instructions, our teachers gave us a guidebook. We were amazed that we would get to work in our library. The teachers divided the work between the team members. We were also provided with ingredients. Some were making iodine solutions while others were extracting lemon juice for Vitamin C. Others were constantly measuring the volume of the food sample. We carried out three experiments - all three were related to vitamins. (Rusmila, School B, Student Experience Survey)
I researched this topic and learned about it. I also helped my group members by working in teams, etc. (Charu, School C, Zoom Session 3, May 18, 2020).
I bought the necessary materials like cotton wool, e-cigarettes, and cigarettes. Then, I wrote a hypothesis with the group members and experimented in my school lab to prove the hypothesis. (Fardin, School B, Student Experience Survey)
Mr. Rashid, a site coordinator, described the transformation he observed in terms of pedagogy and learning outcomes. He said:
Yes, the thing is that I mean if I talk about before the project. It was not totally. It was kind of one-way. I’m not saying the students are not participating, but that was a little bit. I mean, less enthusiasm and less interest. It was more about teachers giving lectures, showing other things, and writing on a blackboard or whiteboard. Involved with the students, and the students are very interactive. They were very interactive with the teachers and among them. (Mr. Rashid, Site Coordinator, School B, Interview, September 23, 2020)
Even though collaboration practice was limited before the IBL project, the teachers were aware of the importance of students’ collaborative skills. Ms. Sonia shared her views on the importance of teamwork and collaboration during a Zoom sharing session. She said:
What they need more is their soft skills than their hard skills, and these soft skills include leadership, teamwork, and time management. These draw very well when we have. Such learning methods include inquiry-based learning because they had to manage these extra times with their general or regular education when working in a group. (Ms. Sonia, Teacher, School B, Zoom Session 2, 11 May 2020)
Teachers observed a change in how teachers and students interact, creating an opportunity for collaboration during the IBL project. Ms. Zinnia, a teacher at School A, said, “My students got to observe changes throughout the process, which is rare in science teaching in my country. They could ask questions and explain their opinion. Mr. Suzon, a teacher from school E appreciated students’ “communication skills, group work, and decision-making capacity.” Mr. Hannah noted “a visible change, a noticeable change… the teacher was involved with students, and the students were very interactive. I mean, they were very interactive with teachers and each other” (Site Coordinator, School B, Interview, September 25, 2020).
Ms. Tania said:
But when the group…. the students were working with me on the IBL project, we were so connected, like we talked to set up the program, maybe for a few hours. When we met them in the laboratory… they were happy. They had many questions. They discussed these with me. It was a completely different environment. (Site Coordinator, School A, Interview, September 24, 2020)
The educators organized students into groups for the IBL project, facilitating collaboration among team members. This approach enabled students to participate actively in their groups’ investigations, fostering shared responsibility and contributing to the success of their collaborative efforts.
Influence of the IBL project on students’ critical thinking skills
Research question 1c explored how students, teachers and site coordinators described the influence of the IBL project on students’ critical thinking skills. We used the scaled 17 items of the Student Experience Survey to answer this question (see Table 3). We examined mean scores and standard deviations to gain insight into general trends and individual variations in student responses. Students reported that they frequently engaged in three of the seventeen critical thinking practices: “using experimental data to conclude” (M = 3.64; SD = 1.154), “general critical thinking” (M = 3.53; SD = 0.819), and “connecting newly acquired knowledge to daily life” (M = 3.28; SD = 8.58).
Students reported that 12 of the 17 critical thinking activities occurred often during the IBL project. The exception was the activity of “searching textbooks” (M = 2.47; SD = 1.080) and “library books for information” (M = 2.34; SD = 0.867), which were reported to occur less frequently, sometimes. Students exhibited varying levels of agreement with different items. The greatest variability in responses was observed for the statement, “use the guidance of my teachers to conclude” (M = 2.87; SD = 1.191) indicating divergent views on the extent to which teacher guidance is utilized. Conversely, strong agreement was noted for the item “thinking critically” (M = 3.53; SD = 0.819), suggesting a more uniform perception among students regarding their critical thinking abilities.
Descriptive statistics showed students felt critical thinking was an integral part of the scientific procedures they undertook for IBL (n = 11). After engaging in IBL activities, they described a shift from traditional thinking, the promotion of critical thinking by IBL and its benefits, and teachers’ attempts to engage students in critical thinking. The following statements prove that even though the students were not familiar with using critical thinking skills in general and it was difficult for them to process critical thinking, they appreciated it as an advantage of IBL and welcomed it.
The most challenging aspect was engaging in critical and higher-order thinking. It posed a challenge when I joined this IBL project, but I gradually overcame this difficulty through frequent communication with my teachers, friends, and teammates. This is how I conquered the complexities and challenges presented by the IBL project. (Maria, School A, Student Experience Survey)
Students claimed that IBL activities pushed them to connect scientific ideas with their daily lives, which enhanced critical thinking. This statement corroborated the quantitative findings.
I learned a lot from this IBL project. After this project, I could relate to myself often in my daily life… For example, I could do arranged planning, punctuality, higher thinking, etc. So, this greatly impacted my daily life through these ways. (Anisul, School D, Student Experience Survey)
Teachers also pointed out how they encouraged students to engage in critical thinking. Ms. Zakia, a teacher from School B, said critical thinking is an integral part of the IBL activities. She said, “I ask students to do the activities in a step-by-step manner. Start by thinking about the concepts or problems from your surroundings.”
It was evident from teachers’ and site coordinators’ comments that they recognized the importance of critical thinking skills, and the role IBL can play in fostering critical thinking. Ms. Hasna, a site coordinator of School E, observed a shift in students’ thinking styles. She noted that they were engaging in critical analysis while participating in IBL activities. Ms. Shahida, a teacher from School B, echoed similar sentiments, stating that IBL fosters a deep understanding and ideologically enhances critical thinking among students. She contrasted this with conventional teaching methods that merely impart information without encouraging profound processing. Ms. Shahida emphasized that IBL introduces critical challenges, prompting students to think deeply and solve complex problems. The transfer of learning from real-life incidents is crucial, adding significant value to the student’s education. Mr. Shimanto, school coordinator of School C, described how IBL promotes critical thinking, offering potential benefits for students, particularly those who need to become more familiar with such practices in our country. He explained that acquiring skills like collaboration, critical thinking, and brainstorming is a novel experience for many students in Bangladesh. Shimanto said that cultivating essential thinking is the seed of science. In short, both the qualitative corroborated quantitative findings confirm that IBL enhanced students’ critical thinking.
Influence of IBL project on students’ creativity skills
Research question 1d explored how students, teachers and site coordinators described the influence of the IBL project on students’ creativity. We analyzed quantitative data extracted from 3 sub-scaled items of the Student Experience Survey to answer this question. Table 4 illustrates students’ views on incorporating creative aspects of the IBL project. Students reported that the IBL project allowed them to engage in all three activities that targeted creative expression (see Table 4). Their standard deviations show a higher consensus in terms of “written communication with the science teacher” (M = 2.94; SD = 0.895) and “writing lab reports” (M = 321; SD = 0.947), as compared to “designing or planning an experiment” (M = 2.79; SD = 1.136).
Six meaning units from the collected qualitative data related to students’ creativity. Ms. Tania, site coordinator from School A, asserted that she observed students displaying creativity during the project. Mr. Rashid, the site coordinator for School B, noted that even less proficient and mischievous students generated creative ideas. He elaborated by saying:
New skills were developed by the teachers and students in teaching and learning with IBL. Students who were not used to this pattern of classes started to enjoy classes. Many of the students think to be creative, more thoughtful, and they brought us their brighter ideas in terms of new thinking. (Mr. Rashid, Site coordinator, School B, Interview, September 23, 2020)
Relationship between the 4Cs and other variables
Research question 2 examined if middle and high school students’ survey responses about the IBL project experience reveal an association between each of the following independent variables: grade levels, gender, and types of curricula and their 4Cs (communication, collaboration, critical thinking, and creativity) skill development. We ran descriptive statistics for each of the constructs. Table 5 shows that the IBL project allowed students to practice skills related to communication (M = 3.13, SD = 0.529) and collaboration (M = 3.11, SD = 0.592) often. The qualitative data corroborated these findings.
Table 5. Students’ response to practicing skills, 4Cs: means and standard deviations
Rank/SL | Students’ 4C skills | No of items | M | SD |
|---|---|---|---|---|
1 | Communication | 7 | 3.13 | 0.529 |
2 | Collaboration | 6 | 3.11 | 0.592 |
3 | Creativity | 3 | 2.94 | 1.009 |
4 | Critical thinking | 17 | 2.71 | 0.463 |
Note Never = 1.0 - 1.75, Sometimes = 1.76 - 2.50, Often = 2.51 - 3.25, Frequently = 3.26 - 4.00
We ran the Mann-Whitney U test and Kruskal-Wallis Test to determine if the practice of 4Cs had a statistically significant association with independent variables: grade levels, gender, and types of curricula. Mann-Whitney U tests did not reveal statistically significant differences between types of curricula and gender intersects with students’ 4Cs. However, the Kruskal-Walli’s test revealed a statistically significant difference in the practice of critical thinking across the three different grade levels (Middle school, n = 11). Senior high students had a higher median score (MD = 3.06) than junior high students (MD = 2.53) and middle school students (MD = 2.53). Similarly, the Kruskal-Wallis Test revealed a statistically significant difference in the practice of creativity across the three grade levels: X2 (2, n = 47) = 11.543, p = 0.003. Senior high students had a higher median score (MD = 4.00) than junior high students (MD = 3.00) and middle school students (MD = 3.00). However, the communication and collaboration practices were not statistically significantly different across grade levels.
Discussion
Developing 4C skills is essential not only for the job market but also for students’ personal lives. Many countries, including Bangladesh, have initiated curricular changes to shift from teacher-centered pedagogy like memorization to SC pedagogy like IBL or PBL, because evidence-based research confirms that SC pedagogy enhances students’ 4C skills. In this study, we investigated the influence of the IBL project on students’ 4C skills: communication, collaboration, critical thinking, and creativity, and their influence on each other.
The scholarly literature shows that students are typically passive learners in Asian classrooms. This has been attributed to large class sizes and limited access to teacher training (Schipper et al., 2024; Southeast Asian Minister of Education Organization, 2024). Nevertheless, when they are provided with student centered instruction like IBL, they are eager to communicate. For example, Rabbani et al.’s (2024) found that students develop communication skills when they were challenged to explore a concept. While working on a worksheet, they learn to communicate ideas, share findings, and discuss experimental results with classmates and teachers. This study extends these findings. Survey data showed students communicated with each other and teachers orally, by communicating orally with my science teacher, asking teachers for information or explanations. Additionally, qualitative analysis of comments from students, teachers, and site coordinators showed that the IBL project fostered three types of communication: within the school, with non-participating students during a poster fair, and with students and teachers from other schools and countries via Zoom.
The students in these five urban schools were accustomed to the lecture method, as is the case in many Asian schools (Hossain, 2020). In contrast to traditional teacher-centered learning with its passive student role, IBL fosters active student participation through clarification and resource sharing. The IBL project provided students with an opportunity to actively assume responsibility and drive their own learning. Data shows that they learnt how to brainstorm questions and explore methods; this fostered a two-way interaction between teachers and students. Moreover, the project’s design facilitated apparatus use, small group discussions, and poster presentations, which many of the students had not experienced before. These elements encouraged students to use diverse communication methods, creating a more interactive and dynamic learning process.
IBL activities provide students with opportunities to work in teams and engage in collaboration. The participants reported that collaboration skills significantly improved during the IBL project. Quantitative data confirmed that students collaborated more frequently during group work, particularly when conducting investigations and recording observations. These findings are consistent with Casa-Coila et al. (2024); they reported that collaboration skills gradually increased as IBL was integrated into university students’ studies. Using a qualitative approach, Kousloglou et al. (2023) found that IBL promotes collaboration by recognizing group members’ abilities, achieving learning objectives, fostering a sense of community, sharing authority, and developing assertiveness. In general, IBL activities prioritize group work over individual assignments for sharing resources and workload to promote collaboration (Bodner & Elmas, 2020). This study highlighted the benefits of sharing the workload effectively through task allocation among team members. Overall, these results show that IBL activities promote effective teamwork and a sense of community, which enhances collaboration skills among students.
Student-centered teaching methods like IBL and PBL promote critical thinking skills (Styawan & Arty, 2021). Several studies showed that diverse phases of IBL provide opportunities to be involved with critical thinking which is unavailable in teacher centered strategies (Styawan & Arty, 2021; Kamaruddin et al., 2023). Mitarlis et al. (2020) reported that the conclusion phase enhances students’ critical thinking skills. Similarly, the students in this study reported that several steps in IBL projects, like drawing conclusions and relating scientific findings with daily life, enhanced their critical thinking. Qualitatively, students and educators emphasized the transformative impact of IBL on students’ critical thinking. Overall, IBL’s emphasis on systematic investigation, going beyond textbooks, fostered significant critical thinking in students.
The Student Experience Survey included a limited number of items related to students’ creativity. However, quantitative analysis revealed that students reported frequent engagement in written communication with science teachers, writing lab reports, and designing or planning experiments. Qualitative data, particularly from teachers’ testimony, confirm that IBL empowered students to embrace creativity, contributing new and thoughtful ideas to their respective projects. These findings support the work of other scholars. For example, Kousloglou et al. (2023) noted that contributing new ideas during IBL activities made student representatives feel valuable and essential to their teams. Rodríguez et al. (2019) found that open IBL formats foster more creativity than guided IBL. In this study, students experienced both guided and open inquiries, supporting teachers’ observations that IBL enhances creative skills.
Students tend to develop collaboration and communication skills more significantly than other 21st century skills (Bani-Hamad & Abdullah, 2019; Kousloglou et al., 2023). One of the key characteristics of IBL is its focus on exploration, which encourages the asking of open-ended questions. IBL begins with questions that do not have straightforward answers, prompting students to think creatively and explore various possibilities. Additionally, students have the freedom to explore topics that interest them, leading to innovative and original ideas. In this study, student participants reported greater use of communication and collaboration skills compared to critical thinking and creativity. These findings align with Bani-Hamad and Abdullah’s (2019) research on project-based learning, which confirmed that students utilized collaboration and communication skills more frequently than other skills. Similarly, Kousloglou and colleagues (Kousloglou et al., 2023) surveyed ten ninth graders and found a substantial increase in communication and collaboration skills following an intervention that integrated technology into inquiry-based learning (IBL). They observed a moderate increase in critical thinking and creativity skills after comparing pretest and post-test survey responses. A reason for this difference in skill gain might be that students can more readily recognize and claim improvements in communication and collaboration, whereas critical thinking and creativity are more abstract concepts that may be harder for high school students to identify and report. We think that this may be the case in this study, too.
This study revealed a significant association between grade levels and the practice of critical thinking and creativity. Senior high students exhibited higher levels of critical thinking and creativity than their junior high and middle school counterparts. This finding corroborated Chen et al.’s (2017) finding that older students can process more complex critical thinking skills than junior students. Interestingly, the analysis showed that communication and collaboration practices do not differ significantly across the various grade levels. This finding provides valuable insight into the relationship between the 4Cs and academic progression and emphasizes the importance of addressing specific skills in educational settings.
The sample included students who had access to the British curriculum and the National curriculum. Prior studies suggest that the British curriculum offers superior opportunities for practicing 4C skills compared to the national curriculum (Alam & Zhu, 2022; Chowdhury & Synthia, 2020; Tunali, 2019). These scholars indicate that English medium schools cultivate a positive environment conducive to practicing 21st century skills, a quality often perceived as lacking in national curriculum schools. However, we did not find statistically significant differences in the way students exercised 4C skills based on the type of curricula that they received. One plausible explanation in this case could be the equitable distribution of resources, training, and support that Author 1 provided across schools and the project design. Future research should investigate the effect of students’ grade level and type of curriculum on their 4C practice during IBL activities. Additionally, it would be beneficial to investigate whether students acquire some skills more than others do.
This IBL project provided students with the opportunity to practice communication and collaboration through group work, which is not practiced in regular science classes in Bangladesh. The inquiry process involves communication, collaboration, critical thinking, and creativity; students reported gains in all 4C areas. Teachers can plan to integrate IBL lessons to enhance creativity and critical thinking in higher grades, but communication and collaboration in all grades. Teachers also should keep in mind that all students, despite their involvement in National or British curricula, adopt 4C skills while learning through IBL lessons. Thus, we recommend that science teachers should redesign their lessons by adopting IBL so that students get opportunities to gain 4C skills to prepare them for the 21st century job market.
Limitations of the study
Despite efforts to enhance the trustworthiness, validity, and reliability of the data, as detailed in the data quality sections of this paper, this study has several limitations. The international background of the authors potentially enhances credibility but also introduces the risk of researcher bias. Budgetary constraints restricted our ability to include only 109 student participants, 20 teachers, and 5 site coordinators. Some sections of the Student Experience Survey require improvement, particularly the collaboration (Cronbach’s alpha = 0.678) and creativity (Cronbach’s alpha = 0.507) subscales, which could benefit from additional items. The response rate for the Student Experience Survey was possibly low (43.12%) due to the pandemic. Additionally, the limited response rate of students (43.12%) represents a notable constraint. Due to the COVID-19 pandemic, communication between the project manager and students—facilitated through teachers—was significantly hindered. We were successful in contacting all teachers, but they faced challenges in reaching their students, particularly due to limited internet access and school closures during 2020. As a result, only 47 out of 109 students completed the survey. Future studies could address this limitation by using incentives to increase the response rates. Another limitation of this study is the absence of a pre-survey to establish a baseline understanding of participants’ initial 4C skills prior to the intervention. While this limitation does not invalidate our findings, future studies could incorporate a pre-survey to provide a more robust analysis. Like many qualitative studies, this study was limited by interviewees’ selective memory, telescoping, exaggeration, and the tendency to attribute negative events to external factors and positive events to personal agency.
Conclusion
The 4C skills are vital for equipping students with problem-solving, innovation, and teamwork abilities needed in the modern world. Inquiry-based learning facilitates the development of these skills by encouraging students to ask questions, explore solutions independently or collaboratively, communicate their findings effectively, and think critically to analyze and evaluate information. This approach fosters creativity by providing hands-on experiences and challenges, ultimately equipping students to excel in diverse and dynamic environments. Many schools in Bangladesh employ teacher-centered pedagogy, limiting students’ opportunities to practice the 4Cs. The IBL project, rooted in student-centered pedagogy, aims to foster 4C skills at the high school level.
In as part of a larger mixed method study, we explored the influence of an IBL project on high school students’ 4C skills and their interrelationship. The findings underscore the transformative effect of IBL in fostering these skills among students. Quantitative analysis revealed that students frequently engaged in activities that promoted communication and collaboration, such as discussing ideas with peers and teachers and working together with IBL activities. Moreover, qualitative data from teachers and site coordinators emphasized the positive impact of IBL on students’ ability to think critically about scientific concepts and generate innovative ideas.
Contrary to findings of prior studies suggesting disparities between stage learning outcomes of students in schools that offer the British and national curriculum, this study confirms that students who had access to either curriculum benefited similarly from IBL activities. This suggests that the structured inquiry process inherent in IBL is conducive to developing 4C skills universally, irrespective of the educational framework. Educators are encouraged to integrate IBL into science education to cultivate essential 4C skills among students, preparing them effectively for the demands of the 21st century job market.
Acknowledgments
We would like to express gratitude to those who contributed to this study. Teachers played an essential part in conducting the project and research activities, and the assistance provided by principals and site coordinators is priceless. Their dedication helps advance knowledge and improves practices in education.
Author contributions
CM designed the study from the USA, while LN conducted the surveys in Bangladesh. CM and LN both conducted interviews and analyzed the data. LN conducted the literature review and wrote the paper with guidance from CM. All authors read and approved the final manuscript.
Funding
We received no funding for conducting research reported in this paper.
Data availability
The datasets generated and/or analyzed during the current study are not publicly available because we explicitly stated in our Institutional Review Board (IRB) that we will preserve the anonymity of participants and schools, as some data were collected from minors.
Declarations
Ethical approval
This project has received approval from the Indiana University of Pennsylvania Institutional Review Board for protecting Human Subjects (IRB Number: 19–221 - EXT).
Competing interests
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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