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Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education
Open accessAbstract
This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.
Checked 2026-10-10 · 1 reference not checked yet
Overview
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Written from the paper’s full text.
TL;DR
This conceptual article argues that the “4Cs”—creativity, critical thinking, communication, and collaboration—should be taught, assessed, and promoted together as core 21st century skills. It proposes “labelization” and two International Institute for Competency Development frameworks for assessing institutional support for the 4Cs and for evaluating informal learning activities such as games.
Key findings
- The article positions the 4Cs as higher-order transversal “meta-competencies” and proposes a “Dynamic Interactionist Model of the 4Cs,” playfully called “Crea-Critical-Collab-ication,” to capture their overlap and support pedagogy, assessment, and policy promotion.
- It presents the International Institute for Competency Development’s 4Cs Assessment Framework for institutions and programs, which divides each C into three components and assesses them across seven dimensions.
- For informal contexts, it presents a games evaluation framework in which each C has five components; subcomponents are rated yes/no for whether they are “possible” and “required for success,” and if 60% (three of five) or more subcomponents are positively rated as required, the general component is considered required; if 60% or more components are positively rated as required, the game is labelized as potentially effective for training and improving that C.
- It cites the World Economic Forum’s 2020 “Future of Jobs Report,” studying 15 industries in 26 advanced and emerging countries, as indicating that up to 50% of employees will need some degree of reskilling by 2025.
Methods
- Design: conceptual and review article, not an empirical study; it synthesizes literature on each of the 4Cs and proposes assessment, certification, and promotion frameworks.
- Data or sample: no primary sample or empirical dataset is reported; the IICD frameworks are described as based on expert opinion and a review of available literature, developed with international experts, teachers, and researchers from the University of Paris Cité, Oxford University, and AFNOR UK.
- Main analysis: narrative synthesis and framework development; no statistical analysis is reported, though the games framework specifies a 60% threshold rule for rating components and labelizing a game’s potential effectiveness.
Limitations
- The paper states that the complexity of the 4Cs’ definitions makes them difficult to assess in terms of both reliability and validity.
- The paper states that a definitive taxonomy and measurement model are still lacking and might only be established through large-scale administration of a comprehensive battery of skill-measuring psychometric tests on appropriate cross sections of society.
- Evident from the text: the proposed IICD frameworks and labelization process are presented as expert- and literature-based tools, but the article reports no empirical validation, reliability data, or outcome data for them.
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
81 Not checked yet · 14 Own interpretation · 13 No basis given
None of the sources cited for this claim have been checked yet.
In the paper
“Despite the fact that both these studies necessarily involved assumptions and interpretive grouping of variables, the presence and importance of the 4Cs as higher-order skills is evident in both sets of empirical results.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
What the sources say
- Not checked yetcites Joie-La Marle et al. 2022
- Not checked yetcites Lamri et al. 2022
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Even having defined soft skills as a potentially more narrow and manageable focus, we are still aware of no large-scale study that has employed a comprehensive enough range of actual psychometric measures of soft skills in a manner that might help produce a definitive empirical taxonomy.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
In the paper
“Taking them as our focus, we note, however, that the teaching and development of the 4Cs will require a complex intervention and mobilization of educational and socio-economic resources—both a major shift in pedagogical techniques and even more fundamental changes in institutional structures (Ananiadoui and Claro 2009).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
What the sources say
- Not checked yetcites Ananiadoui and Claro 2009
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“However, these heuristics (i.e., automatisms) can be a source of errors, in particular, in tricky reasoning situations, as demonstrated in the field of reasoning, arithmetic problems (Kahneman 2003) or even divergent thinking tasks (Cassotti et al. 2016; for a review of biases, see Friedman 2017).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“CT is central to better outcomes in daily life and general problem solving (Hitchcock 2020), to intelligence and adaptability (Halpern and Dunn 2021), and to academic achievement (Ren et al. 2020).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Halpern and Dunn 2021
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“To overcome these cognitive and social biases, different variants of brainstorming techniques have shown positive effects (for reviews of methods, see Al-Samarraie and Hurmuzan 2018; Paulus and Brown 2007).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Al-Samarraie and Hurmuzan 2018
- Not checked yetcites Paulus and Brown 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Alongside intelligence, with which it shares some common mechanisms, creativity is now recognized as an indispensable element for the flexibility and adaptation of individuals in challenging situations (Sternberg 1986).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Sternberg 1986 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Indeed, though world-wide data suggest that neither money nor mere time spent in class correlate well with educational outcomes, both policies and pedagogy that direct the ways in which time is spent make a significant difference (Schleicher 2022).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Schleicher 2022
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“According to Pasquinelli et al. (2021), young children already possess cognitive functions underlying critical thinking, such as the ability to determine that information is false.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Pasquinelli et al. 2021 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Research and experts suggest the utility of many additional creativity enhancement techniques (see, e.g., Thornhill-Miller and Dupont 2016), and the largest and most rapid effects are often attributed to these more method- or technique-oriented approaches (Scott et al. 2004).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Scott et al. 2004 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 42
- It may state two separate claims as one. 30
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“One very important issue for understanding the 4Cs and their educational implementation related to this, which can simultaneously facilitate their teaching but be a challenge for their assessment, is the multidimensionality, interrelatedness, and transdisciplinary relevance of the 4Cs.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Gathering support from researchers and industry alike, we suggest that the 4Cs can be seen as highest-level transversal skills—or “meta-competencies”—that allow individuals to remain competent and to develop their potential in a rapidly changing professional world.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
What the sources say
- Not checked yetcites National Education Association 2011
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Other important organizations such as the World Economic Forum (2015) have produced similar overarching models of “21st century skills’’ with the 4Cs at their center, but the term “21st century skills’’ has been rightly criticized for a several reasons: the skills referred to are not actually all unique to, or uniquely important to, the 21st century, and it is a term that is often used more as an”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
What the sources say
- Not checked yetcites Lucas 2019
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Researchers, teachers, employers, and public policymakers around the world have long ranked the development of critical thinking (CT) abilities as one of the highest educational priorities and public needs in modern democratic societies (Ahern et al. 2019; Dumitru et al. 2018; Pasquinelli et al. 2021).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, it can be argued that creativity and critical thinking are inextricably linked and are often two sides of the same coin.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Indeed, many helpful design thinking-related programs now exist around the world and have been shown to have a substantial impact on creative outcomes (Bourgeois-Bougrine 2022).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Bourgeois-Bougrine 2022
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Indeed, though world-wide data suggest that neither money nor mere time spent in class correlate well with educational outcomes, both policies and pedagogy that direct the ways in which time is spent make a significant difference (Schleicher 2022).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Schleicher 2022
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Although much research has addressed both potentially related constructs, such as intelligence and wisdom, and lists of potential component aspects of human thought, such as inductive or deductive reasoning (for reviews of all of these, see Sternberg and Funke 2019), reaching a consensus on a definition has been difficult, because CT relies on the coordination of many different skills (Bellaera et”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Bellaera et al. 2021 source
- Not checked yetcites Dumitru et al. 2018
- Not checked yetcites Lewis and Smith 1993
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Conversely, creative production in any domain needs to be balanced by critical appraisal and thought at each step of the creative process (Bailin 1988).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Bailin 1988
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“These characteristics, one might note, are also characteristic of the “creative individual” (Facione 1990b; Lai 2011), as is the ability to imagine alternatives, which is often cited as a component of critical thinking ability (Facione 1990b; Halpern 1998).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Facione 1990b
- Not checked yetcites Lai 2011
- Not checked yetcites Halpern 1998 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The 4Cs, on the other hand, seem to provide a relatively simple, persuasive, targetable core that has been found to constitute a pedagogically and policy-friendly model by major organizations, and that also now seems to be gaining some additional empirical validity.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
In the paper
“Furthermore, as a transversal competency, having the skills to perform aspects of critical thinking in a given domain does not necessarily entail also having the metacognitive ability to know when to engage in which of its aspects, or having the disposition, attitude, or “mindset” that motivates one to actually engage in them—all of which are actually required to be a good critical thinker (Fac”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Facione 2011
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Various comprehensive “21st century skills” systems proposed in the past without much empirical verification also seem to have been found too complex and cumbersome for implementation.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 1. Introduction > “21st Century Skills”, “Soft Skills”, and the “4Cs”
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“For example, unless guarded against, the presence of others tends to reduce the number of ideas generated and to induce a fixation on a limited number of ideas conforming to those produced by others (Camarda et al. 2021; Goldenberg and Wiley 2011; Kohn and Smith 2011; Paulus and Dzindolet 1993; Putman and Paulus 2009; Rietzschel et al. 2006).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.1. Creativity
What the sources say
- Not checked yetcites Camarda et al. 2021 source
- Not checked yetcites Goldenberg and Wiley 2011
- Not checked yetcites Kohn and Smith 2011
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Consequently, various researchers have suggested ways to improve analytic methods, and they emphasize the need to create more advanced evaluation methods (Brookfield 1997; Liu et al. 2014).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Brookfield 1997 source
- Not checked yetcites Liu et al. 2014
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Understanding what makes effective collaboration is of crucial importance for professional practice and training (Détienne et al. 2012; Graesser et al. 2018), as evidenced by the long line of research on group or team collaboration over the past 40 years (for a review, see e.g., Salas et al. 2004; Mathieu et al. 2017).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
What the sources say
- Not checked yetcites Détienne et al. 2012
- Not checked yetcites Graesser et al. 2018 source
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Finally, computer-assisted learning methods can be relevant for establishing a secure framework (especially, for example, when learning another language): anonymity indeed helps to overcome anxiety or social blockages linked to fear of public speaking or showing one’s difficulties (AbuSeileek 2012).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.3. Communication
What the sources say
- Not checked yetcites AbuSeileek 2012 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Alternatively, qualitative approaches based on multidimensional views of collaboration provide a more elaborated or nuanced view of collaboration and are useful for identifying potential relationships between distinctive dimensions of collaboration and aspects of team performance, in order to identify processes that could be improved.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Moreover, as Brookfield (1997) argues, because critical thinking is a social process that takes place in specific contexts of knowledge and culture, it should be assessed as a social process, therefore, involving a multiplicity of experiences, perceptions, and contributions.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Brookfield 1997 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Moreover, as Spitzberg (2003) pointed out, communication skills are supported by different abilities, classically conceptualized as motivational functions (e.g., confidence and goal-orientation), knowledge (e.g., content and procedural knowledge), or cognitive and socio-cognitive functions (e.g., theory of mind, verbal cognition, emotional intelligence, and empathy; McDonald et al. 2014; Rotherm”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.3. Communication
What the sources say
- Not checked yetcites Spitzberg 2003
- Not checked yetcites McDonald et al. 2014 source
- Not checked yetcites Rothermich 2020
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Although there is no consensus on a definition of collaboration, scholars often see it as mutual engagement in a coordinated effort to achieve a common goal that involves the sharing of goals, resources, and representations relating to the joint activity of participants; and other important aspects relate to mutual respect, trust, responsibilities, and accountability within situational rules and”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
What the sources say
- Not checked yetcites Détienne et al. 2012
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The executive functions underlying general critical thinking, the ability to overcome bias (Houdé 2000; Houdé and Borst 2014), and meta-cognitive processes (i.e., meta information about our cognitive strategies) can all be trained and enhanced by educational programs (Abrami et al. 2015; Ahern et al. 2019; Alsaleh 2020; Bellaera et al. 2021; Uribe-Enciso et al. 2017; Popil 2011; Pasquinelli and Br”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“These new spaces for collaboration are, however, often difficult to use and less satisfactory than face-to-face interactions, suggesting the need for more research on collaborative activities and on how to support them (Faidley 2018; Karl et al. 2022; Kemp and Grieve 2014; Singh et al. 2022; Waizenegger et al. 2020).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
What the sources say
- Not checked yetcites Faidley 2018
- Not checked yetcites Karl et al. 2022 source
- Not checked yetcites Kemp and Grieve 2014
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The individual assessment of critical thinking skills presents a number of challenges, because it is a multi-task ability and involves specific knowledge in the different areas in which it is applied (Liu et al. 2014; Willingham 2008).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.2. Critical Thinking
What the sources say
- Not checked yetcites Liu et al. 2014
- Not checked yetcites Willingham 2008 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Note here that effective collaboration involves skills that have also been identified elsewhere as essential competencies, including communication, creativity, and critical thinking.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Work on social/emotional intelligence (and on its role in students’ personal and professional success) shows that these skills are both disparate and difficult to assess (Humphrey et al. 2007).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.3. Communication
What the sources say
- Not checked yetcites Humphrey et al. 2007 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Communication has an obvious link with the three other Cs.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.3. Communication
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“The integrative concept of “quality of collaboration” (Burkhardt et al. 2009) encapsulates much of what is currently known about collaborative processes and what constitutes effective collaboration.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
What the sources say
- Not checked yetcites Burkhardt et al. 2009
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“A large body of methodology developed to assess collaboration processes and collaborative tools has been focused on quantifying a restricted subset of fine-grained interactions (e.g., number of speakers’ turns; number of words spoken; number of interruptions; amount of grounding questions). This approach has at least two limitations. First, because these categories of analysis are often ad hoc”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 2. The 4Cs, Assessment, and Support for Development > 2.4. Collaboration
What the sources say
- Not checked yetcites Détienne et al. 2012
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And we contend that efforts such as labelizing 4C processes will serve to push educators and institutions towards more relevant offerings, oriented towards the future of work and helping build a more successful future for all.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Future-oriented change in institutional practices, programming, and structure will likely meet with significant resistance from entrenched segments of traditional educational and training establishments.
- Rests on an assumption: Additional external evaluation and monitoring is rarely welcome by workers in any context.
- Rests on an assumption: Top-down processes from innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support institutional changes.
In the paper
“Indeed, French companies with corporate social responsibility labels have been shown to have higher than average growth rates, and the adoption of quality standards is linked with a 7% increase in the share of export turnover (Restout 2020).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.1. Labeling as a Means of Trust and Differentiation
What the sources say
- Not checked yetcites Restout 2020
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Similarly, as we have seen in the literature review, the best approach to understanding and assessing a particular C is from a combination of different levels and perspectives in context.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.4. Labelization of 21st Century Skills
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“Thompson (2020) proposes a four-component operationalized definition of communication for its assessment in students.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.4. Evaluation Grid for Communication
What the sources say
- Not checked yetcites Thompson (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Lucas (2019) and colleagues have suggested conflating creative thinking and critical thinking in order to propose “3Cs” (creative thinking, communication, and collaboration) as new “foundational literacies” to symmetrically add to the 3Rs (Reading, wRiting, and aRithmetic) of previous educational eras.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
What the sources say
- Not checked yetcites Lucas (2019)
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“One comprehensive attempt to operationalize programmatic-level and institutional-level support for the development of the 4Cs is the International Institute for Competency Development’s 4Cs Assessment Framework (International Institute for Competency Development 2021).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs
What the sources say
- Not checked yetcites International Institute for Competency Development 2021
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We argue that games are a significant potential pathway for the improvement of the 4Cs, and as such, they merit the same attention as more formal ways of learning and developing competencies.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games > 5.1. The 4Cs in Informal Educational Contexts
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: If a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The validity of the assessment process is reinforced by this double evaluation: a first level of audit carried out by a team of experts according to a clearly defined set of criteria and a second level of decision making assuring that the methodology and the result of the audit are in conformity with the defined reference framework.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.3. Process of Labelizing Products and Services
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, it ranges from impossible to suboptimal to teach (or teach towards) one of the 4Cs without involving one or more of the others, and this commingling also underscores the genuine need and appropriateness of assessing them together.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“games, complex and deep as they can sometimes be, cannot directly be compared to the complexity of a school curriculum and all the programs it contains.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games > 5.2. 4Cs Evaluation Framework for Games
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Games are activities that are present and participated in throughout human society—by those of all ages, genders, and socio-economic statuses (Bateson and Martin 2013; Huizinga 1949; Malaby 2007).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games > 5.1. The 4Cs in Informal Educational Contexts
What the sources say
- Not checked yetcites Bateson and Martin 2013
- Not checked yetcites Huizinga 1949
- Not checked yetcites Malaby 2007 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Lamri and Lubart (2021), for example, found a certain base level of creativity was a necessary but not sufficient condition for success in managerial tasks, but that high-level performance required a combination of all four Cs.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
What the sources say
- Not checked yetcites Lamri and Lubart (2021)
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Based upon expert opinion and a review of the available literature, this evaluation grid is a practical tool that divides each of the 4Cs into three “user-friendly” but topic-covering components (see Table 1 and definitions and further discussion in the sections that follow). Each of these components is then assessed across seven dimensions (see Table 2, below), designed to cover concisely the ped”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“First, they describe a comprehension strand covering the understanding and selection of adequate information from a range of sources.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.4. Evaluation Grid for Communication
What the sources say
- Not checked yetcites Thompson (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“The aim of these labelization frameworks is to assist in the development of “quality culture” in education by offering individual programs, institutions, and systems additional independent, reliable means of benchmarking, charting progress, and distinguishing themselves based on their capacity to support and promote the development of crucial skills.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.4. Labelization of 21st Century Skills
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Evans (2020) identified four main collaboration skills consistently mentioned in the scientific literature that are assessed in the IICD grid”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.3. Evaluation Grid for Collaboration
What the sources say
- Not checked yetcites Evans (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Finally, Thompson (2020) describes the recognition of cultural and other differences as an important aspect of communication.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.4. Evaluation Grid for Communication
What the sources say
- Not checked yetcites Thompson (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The world of education is particularly concerned by the need to develop and assess 21st century skills, because it represents the first link in the chain of skills acquisition, preparing the human resources of tomorrow.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.4. Labelization of 21st Century Skills
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the same time, the complexity of their definitions makes them difficult to assess, both in terms of reliability (assessment must not vary from one measurement to another) and of validity (tests must measure that which they are intended to measure).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.2. Limitations and Future Work
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Second, the presentation of information and ideas is mentioned in several different modes, adjusted to the intended audience, verbally as well as non-verbally.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.4. Evaluation Grid for Communication
What the sources say
- Not checked yetcites Thompson (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“two main underpinning skills were described for the assessment: the social skill of audience awareness (“how to adapt one’s own behavior to suit the needs of the task and the partner’s requirements”, Care et al. 2016, p. 258) and the cognitive skill of planning and executing”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.3. Evaluation Grid for Collaboration
What the sources say
- Not checked yetcites Care et al. 2016 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“But the most definitive sort of taxonomy and measurement model that we are currently lacking might only be established based on the large-scale administration of a comprehensive battery of skill-measuring psychometric tests on appropriate cross sections of society.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.2. Limitations and Future Work
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Third, the authors note the importance of communication technology and its advanced use.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs > 4.4. Evaluation Grid for Communication
What the sources say
- Not checked yetcites Thompson (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Its effectiveness is therefore closely linked to the choice of requirements set out in its specifications, as well as to the independence and rigor of the body that verifies compliance with the criteria.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“we believe that the individual importance of, and distinct differences between, creative thinking and critical thinking support preserving them both as separate constructs in order to encourage the greatest development of each of them.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The grid itself can be used in several important and different ways by different educational stakeholders: (1) by the institution itself in its self-evaluation and possible preparation for a certification or labelization process, (2) as an explicit list of criteria for external evaluation of the institution and its 4Cs-related programs, and (3) as a potential long-term development targeting tool”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Taking France as an example, research shows that quality certification is seen as “important” or “significant” by 76% of companies (Chameroy and Veran 2014), and decision makers feel more confident and are more willing to invest with the support of third-party approval than if their decision is merely based on the brand’s reputation or its demonstrated level of social responsibility (Etilé and Te”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development > 3.1. Labeling as a Means of Trust and Differentiation
What the sources say
- Not checked yetcites Chameroy and Veran 2014
- Not checked yetcites Etilé and Teyssier 2016
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Recent efforts to clarify the conceptual overlap and hierarchical relations of soft skills for the future of education and work, for example, have been helpful and promising (e.g., Joie-La Marle et al. 2022; Lamri et al. 2022).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.2. Limitations and Future Work
What the sources say
- Not checked yetcites Joie-La Marle et al. 2022
- Not checked yetcites Lamri et al. 2022
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“This model goes further to suggest some dimensional differences in emphases that, roughly speaking, also often exist among the 4Cs: that is to say, the frequently greater emphasis on cognitive or individual elements at play in creativity and critical thinking in comparison to the social and interpersonal aspects more central to communication and collaboration (Thornhill-Miller 2021).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
What the sources say
- Not checked yetcites Thornhill-Miller 2021
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Similarly, among many other interrelationships, there is no collaboration without communication—and even ostensibly individual creativity is a “collaboration” of sorts with the general culture and precursors in a given field.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the specific criteria to detect support for each C can vary depending upon the educational context (e.g., formal and institutional level or informal and at the activity level).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Thornhill-Miller (2021) proposed a “dynamic interactionist model of the 4Cs” and their interrelated contributions to the future of education and work.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
What the sources say
- Not checked yetcites Thornhill-Miller (2021)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“For example, the recent developments make it clear that the 4Cs will be enhanced and changed by interaction with artificially intelligence, even as 4Cs-related skills will probably, for the same reason, increasingly constitute the core of available human work in the future (see, e.g., Ross 2018).”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.2. Limitations and Future Work
What the sources say
- Not checked yetcites Ross 2018
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The promotion, teaching, and assessment of the 4Cs will require a complex social intervention and mobilization of educational resources—a major shift in pedagogy and institutional structures.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the end, the 4Cs framework seems to be a manageable, focused model for modernizing education, and one worthy of its growing prevalence in the educational and research marketplace for a number of reasons.”
§ Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education > 6. Discussion and Conclusions > 6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: The 4Cs have benefitted from subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research.
The authors state this as an assumption.
If a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.
“The evaluation of a game’s effectiveness for training/improving a given C rests on the following principle: if a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.”
The paper relies on this without support.
Future-oriented change in institutional practices, programming, and structure will likely meet with significant resistance from entrenched segments of traditional educational and training establishments.
“The sort of future-oriented change and development required by this shift in institutional practices, programming, and structure will likely meet with significant resistance from comfortably entrenched (and often outdated) segments of traditional educational and training establishments.”
The paper relies on this without support.
Additional external evaluation and monitoring is rarely welcome by workers in any context.
“Additional external evaluation and monitoring is rarely welcome by workers in any context.”
The paper relies on this without support.
Top-down processes from innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support institutional changes.
“We believe, however, that top-down processes from the innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support these institutional changes.”
The paper relies on this without support.
The 4Cs have benefitted from subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research.
“In addition, the 4Cs have benefitted from their subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Constructivist active learning pedagogies are widely theorized as tools for nurturing transferable 21st-century skills including creativity, critical thinking, communication, collaboration, leadership, and technology proficiency9.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [9]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Thornhill-Miller et al.9write in terms of assessment of 21st-century skills and specifically make a call to action for practical examples of such evaluations.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [9]
Experimental — accuracy not yet measured
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BackgroundConstructing a Language: A Usage-Based Theory of Language Acquisition
TOMASELLO, M. (2005) · Harvard University Press · doi:10.2307/j.ctv26070v8 · Cited by 1,260 · cited 2×
“…evaluates social skills with its two last components, social interactions and social cognition, which, respectively, refer to the ability to interact with others appropriately—including by complying with the rules of the game—and to the understanding of other people’ mental states (Tomasello 2005).”
BackgroundThe Effectiveness of Creativity Training: A Quantitative Review
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BackgroundA WHO report: framework for action on interprofessional education and collaborative practice.
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“Moreover, Corazza (2016) challenged this standard definition of creativity, arguing that as it focuses solely on the existence of an original and effective outcome, it misses the dynamics of the creative process, which is frequently associated with periods of creative inconclusiveness and limited…”
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Play, Playfulness, Creativity and Innovation
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THIRD-PARTY ASSURANCES: MAPPING THE ROAD TO TRUST IN E-RETAILING
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A review of brainstorming techniques in higher education
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MethodInhibition and cognitive development: object, number, categorization, and reasoning
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The Palgrave Handbook of Critical Thinking in Higher Education
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25 Years of Team Effectiveness in Organizations: Research Themes and Emerging Needs
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The Oxford Handbook of Group Creativity and Innovation
Paulus, P. B., & Nijstad, B. A. (2019) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780190648077.001.0001 · Cited by 171
Lubart, T. (2017) · The Journal of Creative Behavior · doi:10.1002/jocb.190 · Cited by 164 · cited 1×
“There are three main frameworks for creativity studies: the 4Ps (Rhodes 1961), the 5As (Glăveanu 2013), and the 7Cs model (Lubart 2017).”
BackgroundSelf-citationAbuSeileek, A. F. (2012) · Computers & Education · doi:10.1016/j.compedu.2011.07.011 · Cited by 162 · cited 2×
“The literature suggests that interactive approaches in small groups, in which competencies are practiced explicitly in an open and feedback-safe environment, are more effective (Bourke et al. 2021; D’Alimonte et al. 2019; AbuSeileek 2012; Fryer-Edwards et al. 2006).”
BackgroundMethodWilson, S. B., & Varma-Nelson, P. (2016) · Journal of Chemical Education · doi:10.1021/acs.jchemed.5b00862 · Cited by 161
Customers' willingness to purchase new store brands
Zielke, S., & Dobbelstein, T. (2007) · Journal of Product & Brand Management · doi:10.1108/10610420710739982 · Cited by 159
Competencies: the triumph of a fuzzy concept
van der Klink, M. R., & Boon, J. (2003) · International Journal of Human Resources Development and Management · doi:10.1504/ijhrdm.2003.002415 · Cited by 158 · cited 2×
“Indeed, there is also a long-standing ambiguity and confusion between the terms “competency” (also competence) and “skill” due to their use across different domains (e.g., learning research, education, vocational training, personnel selection) as well as different epistemological backgrounds and cultural specificities…”
BackgroundCreativity from a Historiometric Perspective
Simonton, D. K. (1998) · Cambridge University Press eBooks · doi:10.1017/cbo9780511807916.008 · Cited by 151
Achieving Extraordinary Ends: An Essay on Creativity
Bailin, S. (1988) · Springer eBooks · doi:10.1007/978-94-009-2780-3 · Cited by 148
The Psychology of Creativity: A Critical Reading
Glăveanu, V. P. (2014) · Creativity Theories – Research – Applications · doi:10.15290/ctra.2014.01.01.02 · Cited by 147
Developing Strategic Leadership: The US Army War College Experience
Barber, H. F. (1992) · Journal of Management Development · doi:10.1108/02621719210018208 · Cited by 147 · cited 1×
“…Skills”, “Soft Skills”, and the “4Cs” For 40 years, so-called “21st century skills” have been promoted as those necessary for success in a modern work environment that the US Army War College (Barber 1992) has accurately described as increasingly “VUCA”—“volatile, uncertain, complex and ambiguous”.”
BackgroundCreative potential and its measurement
Lubart, T., Zenasni, F., & Barbot, B. (2013) · Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) · Cited by 147
Self-citationPISA 2015 collaborative problem‑solving framework
OECD (2017) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/9789264281820-8-en · Cited by 147
Amron, A. (2018) · European Scientific Journal ESJ · doi:10.19044/esj.2018.v14n13p228 · Cited by 144 · cited 1×
“Research on populations around the world (e.g., Amron 2018; Sasmita and Suki 2015) show that the buying decisions of consumers are heavily influenced by the trust they have in a brand.”
BackgroundReflective Teaching Practices: An Approach to Teaching Communication Skills in a Small-Group Setting
Fryer-Edwards, K. A., Arnold, R. M., Baile, W. F., et al. (2006) · Academic Medicine · doi:10.1097/01.acm.0000232414.43142.45 · Cited by 136
Methods that may stimulate creativity and their use in architectural design education
Kowaltowski, D. C. C. K., Bianchi, G., & de Paiva, V. T. (2009) · International Journal of Technology and Design Education · doi:10.1007/s10798-009-9102-z · Cited by 135
Brookfield, S. D. (1997) · New Directions for Adult and Continuing Education · doi:10.1002/ace.7502 · Cited by 129 · cited 3×
“This approach may involve asking participants to reflect on past experiences, analyze the situations they faced and the way they behaved or made judgments and decisions and then took action (Bandyopadhyay and Szostek 2019; Brookfield 1997).”
BackgroundInfluentialMeasuring inhibitory control in children and adults: brain imaging and mental chronometry
Houdé, O., & Borst, G. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00616 · Cited by 128 · cited 2×
“…of Critical Thinking Skills The executive functions underlying general critical thinking, the ability to overcome bias (Houdé 2000; Houdé and Borst 2014), and meta-cognitive processes (i.e., meta information about our cognitive strategies) can all be trained and enhanced by educational…”
BackgroundYue, M., Zhang, M., Zhang, C., & Jin, C.-D. (2017) · Nurse Education Today · doi:10.1016/j.nedt.2017.02.018 · Cited by 127
A Literature Review of Critical Thinking in Engineering Education
Ahern, A., Dominguez, C., McNally, C., O’Sullivan, J. J., & Pedrosa, D. (2019) · Studies in Higher Education · doi:10.1080/03075079.2019.1586325 · Cited by 127
Critical Thinking: A Model of Intelligence for Solving Real-World Problems
Halpern, D. F., & Dunn, D. S. (2021) · Journal of Intelligence · doi:10.3390/jintelligence9020022 · Cited by 119 · cited 1×
“CT is central to better outcomes in daily life and general problem solving (Hitchcock 2020), to intelligence and adaptability (Halpern and Dunn 2021), and to academic achievement (Ren et al. 2020).”
BackgroundInstructional Design Principles for 21st Century Learning Skills
Sahin, M. C. (2009) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2009.01.258 · Cited by 116 · cited 1×
“Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century (Sahin 2009).”
BackgroundPensamiento crítico y su importancia en la educación: algunas reflexiones
Uribe-Enciso, O. L., Uribe-Enciso, D. S., & Vargas-Daza, M. D. P. (2017) · Rastros Rostros · doi:10.16925/ra.v19i34.2144 · Cited by 114
Comparison of the degree of creativity in the design outcomes using different design methods
Chulvi, V., Mulet, E., Chakrabarti, A., López-Mesa, B., & González-Cruz, M. C. (2011) · Journal of Engineering Design · doi:10.1080/09544828.2011.624501 · Cited by 110
Thorndahl, K. L., & Stentoft, D. (2020) · Interdisciplinary Journal of Problem-based Learning · doi:10.14434/ijpbl.v14i1.28773 · Cited by 110 · cited 1×
“A few tools, such as case studies or concept mapping, can also be used in conjunction with a problem-based learning method, both in individual and team contexts and in person or online (Abrami et al. 2015; Carmichael and Farrell 2012; Popil 2011; Thorndahl and Stentoft 2020).”
MethodBusiness Graduate Performance in Oral Communication Skills and Strategies for Improvement
Jackson, D. (2014) · The International Journal of Management Education · doi:10.1016/j.ijme.2013.08.001 · Cited by 105 · cited 2×
“…become a priority in the training of students, beyond the sectors in which it is already known as essential (e.g., in medicine, nursing, engineering, etc.; Bourke et al. 2021; D’Alimonte et al. 2019; Peddle et al. 2018; Riemer 2007), and also through professional development (Jackson 2014).”
BackgroundAssessment of Twenty-First Century Skills: The Issue of Authenticity
Care, E., & Kim, H. (2017) · Educational assessment in an information age · doi:10.1007/978-3-319-65368-6_2 · Cited by 102
Graesser, A. C., Sabatini, J., & Li, H. (2021) · Annual Review of Psychology · doi:10.1146/annurev-psych-020821-113042 · Cited by 101
Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., & Pea, R. D. (2018) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-018-9281-2 · Cited by 99
Competencies and Their Assessment
Drisko, J. W. (2014) · Journal of Social Work Education · doi:10.1080/10437797.2014.917927 · Cited by 92 · cited 1×
“…(also competence) and “skill” due to their use across different domains (e.g., learning research, education, vocational training, personnel selection) as well as different epistemological backgrounds and cultural specificities (Drisko 2014; Winterton et al. 2006; van Klink and Boon 2003).”
BackgroundRen, X., Tong, Y., Peng, P., & Wang, T. (2020) · Intelligence · doi:10.1016/j.intell.2020.101487 · Cited by 87
The Role of Seals and Certifications of Approval in Consumer Decision-Making
PARKINSON, T. L. (1975) · Journal of Consumer Affairs · doi:10.1111/j.1745-6606.1975.tb00545.x · Cited by 82 · cited 1×
“Studies diverge in this area, but based on the seminal work of Parkinson (1975); Chameroy and Veran (2014), in their research on the effect of labels on willingness to pay, found that in 75% of cases, products with labels are chosen and preferred to those without labels, demonstrating the impact of…”
BackgroundSchlegel, C., Woermann, U., Shaha, M., Rethans, J., & van der Vleuten, C. P. M. (2011) · Journal of Nursing Education · doi:10.3928/01484834-20111116-02 · Cited by 80
Development of Teacher Communication Competence
Zlatić, L., Bjekić, D., Marinković, S., et al. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.265 · Cited by 80
Assessment of social communication skills in preschoolers
Landa, R. J. (2005) · Mental Retardation and Developmental Disabilities Research Reviews · doi:10.1002/mrdd.20079 · Cited by 78 · cited 2×
“…questionnaires filled out by parents, teachers, or other observers, and tasks involving exposure to role-playing games, scenarios or videos (for a review of these assessment tools, see Cömert et al. 2016; Landa 2005; Sigafoos et al. 2008; Spitzberg 2003; van der Vleuten et al. 2019).”
BackgroundMcDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014) · Neuropsychology · doi:10.1037/neu0000089 · Cited by 75
Morreale, S. P., Valenzano, J. M., & Bauer, J. A. (2017) · Communication Education · doi:10.1080/03634523.2016.1265136 · Cited by 75
(2021) · Palgrave studies in creativity and culture · doi:10.1007/978-3-030-77066-2 · Cited by 71
Thornhill-Miller, B., & Dupont, J.-M. (2016) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.15.1.102 · Cited by 68 · cited 3×
“…creativity can be trained and taught in a variety of different ways, both through direct, active teaching of creativity concepts and techniques and through more passive and indirect means such as the development of creativity-supporting contexts (Chiu 2015; Thornhill-Miller and Dupont 2016).”
BackgroundSelf-citationAssessment of communication skills
van der Vleuten, C. P. M., van den Eertwegh, V., & Giroldi, E. (2019) · Patient Education and Counseling · doi:10.1016/j.pec.2019.07.007 · Cited by 67
Intelligence, Wisdom, and Creativity: Three Is Better than One
Sternberg, R. (1986) · Educational Psychologist · doi:10.1207/s15326985ep2103_2 · Cited by 66 · cited 1×
“Alongside intelligence, with which it shares some common mechanisms, creativity is now recognized as an indispensable element for the flexibility and adaptation of individuals in challenging situations (Sternberg 1986).”
BackgroundTeaching Critical Thinking: An Operational Framework
Thomas, K., & Lok, B. (2015) · Palgrave Macmillan US eBooks · doi:10.1057/9781137378057_6 · Cited by 65 · cited 1×
“The process of developing critical thinking focuses on the interaction between personal dispositions (attitudes and habits), skills (evaluation, reasoning, self-regulation), and finally, knowledge (general and specific knowledge, as well as experience) (Thomas and Lok 2015).”
BackgroundBandyopadhyay, S. K., & Szostek, J. (2018) · Journal of Education for Business · doi:10.1080/08832323.2018.1524355 · Cited by 61
A Curriculum for Critical Being
Barnett, R. (2015) · Palgrave Macmillan US eBooks · doi:10.1057/9781137378057_4 · Cited by 57
Research Handbook on University Rankings
Erkkilä, T., & Piironen, O. (2021) · Edward Elgar Publishing eBooks · doi:10.4337/9781788974981 · Cited by 55
The Psychology of Human Thought
Sternberg, R. J., Funke, J., Bröder, A., et al. (2019) · BiblioBoard Library Catalog (Open Research Library) · doi:10.17885/heiup.470 · Cited by 51 · cited 1×
“…and wisdom, and lists of potential component aspects of human thought, such as inductive or deductive reasoning (for reviews of all of these, see Sternberg and Funke 2019), reaching a consensus on a definition has been difficult, because CT relies on the coordination of many different skills…”
BackgroundFixation Effect in Creative Ideas Generation: Opposite Impacts of Example in Children and Adults
Cassotti, M., Camarda, A., Poirel, N., Houdé, O., & Agogué, M. (2016) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2015.10.008 · Cited by 50
Self-citationThe Tertiary Education Imperative
Salmi, J. (2017) · SensePublishers eBooks · doi:10.1007/978-94-6351-128-5 · Cited by 49 · cited 1×
“…underdeveloped, thus hampering the valorization of these skills and the development of guidance for relevant pedagogy (Care et al. 2018; Vincent-Lancrin et al. 2019; for overviews and discussion of higher education in global developmental context, see Blessinger and Anchan 2015; Salmi 2017).”
BackgroundImproving Your Creative Potential without Awareness: Overinclusive Thinking Training
Chiu, F.-C. (2015) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2014.11.001 · Cited by 45 · cited 1×
“…creativity can be trained and taught in a variety of different ways, both through direct, active teaching of creativity concepts and techniques and through more passive and indirect means such as the development of creativity-supporting contexts (Chiu 2015; Thornhill-Miller and Dupont 2016).”
BackgroundKaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016) · Psychology Learning & Teaching · doi:10.1177/1475725716638010 · Cited by 43
Cognitive Biases that Interfere with Critical Thinking and Scientific Reasoning: A Course ModulePreprint
Friedman, H. H. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.2958800 · Cited by 41 · cited 1×
“However, these heuristics (i.e., automatisms) can be a source of errors, in particular, in tricky reasoning situations, as demonstrated in the field of reasoning, arithmetic problems (Kahneman 2003) or even divergent thinking tasks (Cassotti et al. 2016; for a review of biases, see Friedman 2017).”
BackgroundImmersive Virtual Environments’ Impact on Individual and Collective Creativity
Bourgeois‐Bougrine, S., Bonnardel, N., Burkhardt, J., Thornhill-Miller, B., Pahlavan, F., Stéphanie Buisine, A., Guegan, J., Pichot, N., & Lubart, T. (2022) · European Psychologist · doi:10.1027/1016-9040/a000481 · Cited by 40
Self-citationCarmichael, E., & Farrell, H. M. (2012) · Journal of University Teaching and Learning Practice · doi:10.53761/1.9.1.4 · Cited by 37
Quality, Conformity, and Conflict: Questioning the Assumptions of Osborn’s Brainstorming Technique
Goldenberg, O., & Wiley, J. (2011) · The Journal of Problem Solving · doi:10.7771/1932-6246.1093 · Cited by 36
Creativity: An Overview of the 7C’s of Creative Thought
Lubart, T., & Thornhill-Miller, B. (2019) · University Library Heidelberg · doi:10.17885/heiup.470.c6678 · Cited by 36
Self-citationFostering creativity and critical thinking in university teaching and learning
Saroyan, A. (2022) · OECD education working papers · doi:10.1787/09b1cb3b-en · Cited by 35 · cited 1×
“…conducted by the OECD exemplifies efforts aimed to foster creativity (and critical thinking) by focusing simultaneously on curriculum, educational activities, and teacher support and development at the primary, secondary, and higher education levels (see Vincent-Lancrin et al. 2019; Saroyan 2022).”
BackgroundThe impact of a third-party assurance seal in customer purchasing intention
Lee, S. M., Choi, J., & Lee, S.-G. (2004) · Journal of Internet Commerce · doi:10.1300/j179v03n02_03 · Cited by 29
Quality assurance as a driver of information management strategy
Mourad, M. (2017) · Journal of Enterprise Information Management · doi:10.1108/jeim-06-2016-0104 · Cited by 29 · cited 1×
“The standard includes evaluation criteria that must be clearly defined (Mourad 2017).”
BackgroundPeddle, M., Bearman, M., Radomski, N., McKenna, L., & Nestel, D. (2018) · BMJ Open · doi:10.1136/bmjopen-2017-020799 · Cited by 29
Pasquinelli, E., Farina, M., Bedel, A., & Casati, R. (2021) · Mind Brain and Education · doi:10.1111/mbe.12286 · Cited by 29
Lubart, T., Barbot, B., & Besançon, M. (2019) · Studies in Psychology Estudios de Psicología · doi:10.1080/02109395.2019.1656462 · Cited by 27
Self-citationPossin, K. (2014) · Informal Logic · doi:10.22329/il.v34i4.4141 · Cited by 24 · cited 1×
“Although the Watson–Glaser is one of the oldest and most frequently used assessments internationally for hiring and promotion in professional contexts, its construct validity, like many other measures of this challenging topic, has some limitations (Possin 2014).”
BackgroundDemocratizing Higher Education
(2015) · Routledge eBooks · doi:10.4324/9781315778136 · Cited by 24
Practice of Fostering 4Cs Skills in Teaching and Learning
Rusdin, N. M., & Ali, S. R. (2019) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v9-i6/6063 · Cited by 23
Nouri, J., Åkerfeldt, A., Fors, U., & Selander, S. (2017) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v12i04.6737 · Cited by 22
Opposite Effect of Social Evaluation on Creative Idea Generation in Early and Middle Adolescents
Camarda, A., Bouhours, L., Osmont, A., Le Masson, P., Weil, B., Borst, G., & Cassotti, M. (2021) · Creativity Research Journal · doi:10.1080/10400419.2021.1902174 · Cited by 22
Burkhardt, J., Détienne, F., Hébert, A.-M., et al. (2009) · Lecture notes in computer science · doi:10.1007/978-3-642-03658-3_20 · Cited by 22 · cited 4×
“The evaluation grid for collaboration is based on the quality of collaboration (QC) method (Burkhardt et al. 2009; see Section 2.4.2 for more details) and is composed of the following five components: collaboration fluidity, well-argued deliberation and consensusbased decision, balance of…”
BackgroundMethodInfluentialSelf-citationPerspectives on quality of collaboration in design
Détienne, F., Baker, M. J., & Burkhardt, J. (2012) · CoDesign · doi:10.1080/15710882.2012.742350 · Cited by 21
Self-citationA Workplace to Support Creativity
Samani, S. A., Rasid, S. Z. B. A., & bt Sofian, S. (2014) · Industrial Engineering and Management Systems · doi:10.7232/iems.2014.13.4.414 · Cited by 20
A Systematic Review of Soft Skills Taxonomies: Descriptive and Conceptual WorkPreprint
Marle, C. J.-L., Parmentier, F., Coltel, M., Lubart, T., & Borteyrou, X. (2022) · doi:10.31234/osf.io/mszgj · Cited by 18
Self-citationSignaling Corporate Social Responsibility: Third‐Party Certification versus Brands
Étilé, F., & Teyssier, S. (2015) · Scandinavian Journal of Economics · doi:10.1111/sjoe.12150 · Cited by 18 · cited 1×
“…76% of companies (Chameroy and Veran 2014), and decision makers feel more confident and are more willing to invest with the support of third-party approval than if their decision is merely based on the brand’s reputation or its demonstrated level of social responsibility (Etilé and Teyssier 2016).”
BackgroundHager, K. D., Hill, C. S., Prunuske, J. P., et al. (2016) · Journal of Interprofessional Care · doi:10.3109/13561820.2015.1092951 · Cited by 15
Certification et labellisation : un problème de confiance. Bref panorama de la situation actuelle
Sutter, É. (2005) · Documentaliste-Sciences de l Information · doi:10.3917/docsi.424.0284 · Cited by 14 · cited 1×
“According to Sutter (2005), there are different means of signaling trust.”
BackgroundO’Carroll, V., Owens, M., Sy, M., et al. (2020) · Journal of Interprofessional Care · doi:10.1080/13561820.2020.1777092 · Cited by 14
The pragmatics of word learning
Grassmann, S. (2014) · Trends in language acquisition research · doi:10.1075/tilar.10.09gra · Cited by 14 · cited 2×
“Pragmatic skills are captured by the verbal and non-verbal communication components and refer to the efficient use of verbal and body signals in the context of the game to achieve one’s communicative goals (Grassmann 2014; Matthews 2014).”
BackgroundCommunication and Social Skills Assessment
Sigafoos, J., Schlosser, R. W., Green, V. A., O’Reilly, M. F., & Lancioni, G. E. (2008) · Elsevier eBooks · doi:10.1016/b978-012373606-2.50008-5 · Cited by 13 · cited 1×
“…questionnaires filled out by parents, teachers, or other observers, and tasks involving exposure to role-playing games, scenarios or videos (for a review of these assessment tools, see Cömert et al. 2016; Landa 2005; Sigafoos et al. 2008; Spitzberg 2003; van der Vleuten et al. 2019).”
BackgroundBourke, S. L., Cooper, S., Lam, L., & McKenna, L. (2021) · Clinical Simulation in Nursing · doi:10.1016/j.ecns.2021.07.004 · Cited by 12
Healthcare team communication training in the United States: A scoping review
Hathaway, J., Tarini, B. A., Banerjee, S., Smolkin, C. O., Koos, J. A., & Pati, S. (2022) · Health Communication · doi:10.1080/10410236.2022.2036439 · Cited by 11 · cited 1×
“These can take different forms: project-based work, video reviews, simulation or role-play games (see Hathaway et al. 2022 for a review; Schlegel et al. 2012).”
BackgroundComparison of Learning Outcomes from Online and Face-to-Face Accounting Courses
Faidley, J. K. (2018) · Unpublished · doi:10.13140/rg.2.2.15703.98724 · Cited by 10
Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum
Corazza, G. E., Darbellay, F., Lubart, T., & Panciroli, C. (2021) · Palgrave studies in creativity and culture · doi:10.1007/978-3-030-77066-2_4 · Cited by 10 · cited 1×
“Corazza et al. (2021)’s theoretical framework concerning the “SpaceTime Continuum”, related to support for creativity, suggests that traditional education J. Intell.”
BackgroundSelf-citationImmatérialité de la qualité et effet des labels sur le consentement à payer
Chameroy, F., & Véran, L. (2014) · Management international · doi:10.7202/1025088ar · Cited by 9
Creativity and Its' Relationships with 21st Century Skills in Job Performance
Lamri, J., & Lubart, T. (2021) · Medical Entomology and Zoology · Cited by 9
Self-citationThornhill-Miller, B., & Millican, P. (2015) · European Journal for Philosophy of Religion · doi:10.24204/ejpr.v7i1.128 · Cited by 8 · cited 1×
“…shaping human beliefs and ideologies in ways that make it completely normal—and even definitely human—not to be objective (see Thornhill-Miller and Millican 2015), the mobilization of cognitive resources such as those involved in critical reasoning on logical bases usually makes it possible to…”
BackgroundSelf-citationBest practices on team communication: interprofessional practice in oncology
D’Alimonte, L., McLaney, E., & Prospero, L. D. (2019) · Current Opinion in Supportive and Palliative Care · doi:10.1097/spc.0000000000000412 · Cited by 8
Gazel, M., & Lévy‐Garboua, L. (2022) · Creativity in the twenty first century · doi:10.1007/978-3-030-99674-1 · Cited by 8
(2016) · FIU Law Review · doi:10.25148/lawrev.11.2.3 · Cited by 8
van Rosmalen, P., Boyle, E. A., Nadolski, R. J., et al. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-12157-4_26 · Cited by 8 · cited 1×
“This informal setting can also provide favorable conditions to help improve the 4Cs (van Rosmalen et al. 2014) and should not be under-appreciated.”
BackgroundThe Roles of Representation in Computer-Supported Collaborative Learning
Ainsworth, S. E., & Chounta, I. (2021) · Springer eBooks · doi:10.1007/978-3-030-65291-3_19 · Cited by 7
(2021) · Springer eBooks · doi:10.1007/978-3-030-47447-8 · Cited by 6
Creativity in the Classroom: Advice for Best Practices
Cotter, K. N., Beghetto, R. A., & Kaufman, J. C. (2022) · Creativity in the twenty first century · doi:10.1007/978-3-030-99674-1_14 · Cited by 5
3.6 ELOQUENT SCIENCE: A COURSE TO IMPROVE SCIENTIFIC AND COMMUNICATION SKILLS
Schultz, D. M. (2010) · Cited by 3
Edelman, J. A., Owoyele, B., & Santuber, J. (2022) · Springer eBooks · doi:10.1007/978-3-030-89113-8_15 · Cited by 3
Creativity in Law: Legal Professions and the Creative Profiler Approach
Lubart, T., & Thornhill-Miller, B. (2021) · Springer eBooks · doi:10.1007/978-3-030-47447-8_1 · Cited by 3 · cited 2×
“…include targeted training and understanding of personality and emotional traits associated with the “creative person” (e.g., empathy and exploratory habits that can expand knowledge, as well as increase tolerance of ambiguity, openness, and mental flexibility; see Lubart and Thornhill-Miller 2021).”
BackgroundSelf-citationQuality assurance and rankings: some European lessons
Sursock, A. (2021) · Edward Elgar Publishing eBooks · doi:10.4337/9781788974981.00024 · Cited by 3
Social Communication Across the Lifespan: The Influence of EmpathyPreprint
Rothermich, K. (2020) · doi:10.31235/osf.io/adgmy · Cited by 2 · cited 1×
“…confidence and goal-orientation), knowledge (e.g., content and procedural knowledge), or cognitive and socio-cognitive functions (e.g., theory of mind, verbal cognition, emotional intelligence, and empathy; McDonald et al. 2014; Rothermich 2020), implying different specific types of evaluations.”
BackgroundCreative and Collaborative Practices in Virtual Immersive Environments
Doyle, D. (2021) · Creativity in the twenty first century · doi:10.1007/978-3-030-72216-6_1 · Cited by 1 · cited 1×
“…tasks and evaluating the possibilities offered by technology to support, to assess (e.g., Nouri et al. 2017; Graesser et al. 2018), and/or to learn the skills involved in pursuing effective and satisfying collaboration (see e.g., Schneider et al. 2018; Doyle 2021; Ainsworth and Chounta 2021).”
BackgroundBourgeois‐Bougrine, S. (2021) · Springer eBooks · doi:10.1007/978-3-319-98390-5_110-1
Self-citation
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Cited by
Sorted by citations
Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024) · Sustainability · doi:10.3390/su16135367 · Cited by 263
“Critical thinking involves analyzing, evaluating, and synthesizing information reflec-tively and deliberately, questioning assumptions, examining evidence, identifying biases, and forming informed conclusions [37].”
Wei, X., Wang, L., Lee, L., & Liu, R. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00526-0 · Cited by 179
“However, traditional educational approaches have often struggled to adequately develop these skills (Kim et al., 2019; Thornhill-Miller et al., 2023).”
Digital skills at work – Conceptual development and empirical validation of a measurement scale
Audrin, B., Audrin, C., & Salamin, X. (2024) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2024.123279 · Cited by 108
Naseer, F., Tariq, R., Alshahrani, H. M., Alruwais, N., & Al-Wesabi, F. N. (2025) · Scientific Reports · doi:10.1038/s41598-025-10385-4 · Cited by 169
“Thornhill-Miller et al. (2023) 9 Assessment of 21st-century skills for future work and education.”
InfluentialNew Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics
Nilimaa, J. (2023) · Trends in Higher Education · doi:10.3390/higheredu2030028 · Cited by 134
“Consequently, there has been a growing movement towards more student-centered learning [7], inquiry-based approaches [8,9], and alternative assessment methods that emphasize creativity, critical thinking, and problem-solving in higher education [10].”
Background
Metadata
- Authors
- Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T.
- Affiliations
- University of Oxford (GB)
- Université Paris Cité (FR)
- LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France
- AFNOR International, 93210 Saint-Denis, France
- Association Française de Normalisation (FR)
- Centre Hospitalier Guillaume Régnier (FR)
- Corresponding author
- Thornhill-Miller, Branden
- ORCID
- Venue
- Journal of Intelligence
- Publisher
- MDPI AG
- Published
- 2023-03-15
- Volume
- 11
- Issue
- 3
- Pages
- 54
- ISSN
- 2079-3200 (ISSN-L)
- PMC
- PMC10054602
- OpenAlex
- W4327597860
- Cited by
- 768
- References
- 148
- Citations by year
- 2026: 242 · 2025: 308 · 2024: 187 · 2023: 31
- FWCI
- 46.92
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of Intelligence (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- HAL (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Educational Methods and Analysis
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Education › Innovations in Education and Learning Technologies
- Keywords
- 21st century skills, 4Cs, creativity, critical thinking, collaboration, communication, soft skills, skill assessment, certification, competency framework, institutional evaluation, informal learning, play-based learning, future of work, education policy, interactionist model
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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