Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study

Abstract

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be.

1. Introduction

Unlike traditional school subjects such as science, language, history, and mathematics, 21st-century skills are not meant to compete with these disciplines. Instead, they are intended to complement them by enhancing students’ ability to apply content-specific knowledge through skills such as critical thinking, collaboration, communication, and creativity (Valtonen et al. 2021; Alarbi et al. 2024; Alarabi et al. 2022a). Rather than rote memorization, learning 21st-century skills emphasizes readiness to apply knowledge to various contexts. Everybody needs 21st-century coping skills, and nobody will develop them on their own. This is a time of rapid technological advancement and changing job market (Lamb and Etopio 2020; Khalil 2025; Alarabi et al. 2022b). However, previous studies identified significant challenges and obstacles related to these skills and their development in educational contexts, such as the absence of common definitions and quality measures for how 21st-century skills can be acquired in ways that promote successful transfer to other contexts (Silber-Varod et al. 2019). Additionally, teachers and students have relatively low levels of digital literacy competencies. These skills are not being effectively developed or acquired in current educational settings, indicating a challenge in the practical application of definitions or frameworks (Silber-Varod et al. 2019; Martínez-Bravo et al. 2022; Atmojo et al. 2022). Finally, the lag in skill research within the core concepts studied implies that the educational research community has not adequately investigated how to effectively teach, develop, and assess these skills, leaving practical implementation challenges unaddressed by scholarly work (Silber-Varod et al. 2019; Hughes et al. 2020). Consequently, it has become critical to prepare students with skills that will enable them to navigate and succeed in an increasingly multifaceted world. In particular, community engagement is now seen as a promising means to develop teachers’ 21st-century skills (4Cs), which include critical thinking, creative thinking, collaboration, and communication.

While analyzing community participation and its effect on 21st-century skills, cultural change is an important issue to consider (Liesa-Orús et al. 2020). Cultural change refers to changing society’s values, attitudes, beliefs, and actions (Pahl-Wostl et al. 2008; Adams et al. 2018). Cultural changes are required to advocate for a shift in education (Zygmunt-Fillwalk et al. 2010; Mochizuki and Bryan 2015; Hughes et al. 2020). For example, traditional teaching methods tend to prioritize mastery of academic knowledge (Alabidi et al. 2023b). Hence, community engagement is the key to this change; specifically, community engagement provides experiential learning opportunities, fosters real-world problem solving, and promotes inclusive collaboration—elements often absent in traditional content-driven instruction (Culhane et al. 2018; Alarabi et al. 2025; Bonoff et al. 2024). These practical dimensions justify their pivotal role in transitioning toward a more skill-oriented and holistic educational model (Gupta et al. 2025; Poh 2024).

As discussed by Hsu (2007) and Agopian (2022), there may not be ample opportunities for people to engage in volunteer work or service in some societies if individuals are deprived of these types of experiences and opportunities, which could help them cultivate the specific skills they need to acquire as part of their 21st-century employability. Public culture changes remove these barriers and create a welcoming environment to interact with each other by enhancing social cohesion in triggering physical activity and the development of 21st-century skills, as many non-cognitive variables in the learning environment affect the learning process (Giles-Corti et al. 2016; Mitsea et al. 2021; Ali et al. 2023).

Schools and universities can promote participatory community culture by embedding service-learning and community-based research into the curriculum. However, to achieve meaningful cultural transformation, both educational institutions and broader community members, including local stakeholders, families, and authorities, must make concerted efforts, as such changes may take time (Zygmunt-Fillwalk et al. 2010; Alabidi et al. 2023a). These efforts involve challenging existing beliefs and attitudes about community engagement and recognizing the long-term benefits of developing 21st-century skills. Cultural change also requires adequate support and resources to help individuals actively participate in these activities. Yeşilçinar and Aykan (2022) emphasize that every educational system strives to provide students with the 21st-century skills necessary for effective collaboration, communication, and critical and creative thinking. This underscores the essential role of teacher preparation programs in enabling pre- and in-service teachers to develop and apply these skills in their teaching. Valtonen et al. (2021) noted that preparing teachers to bring these capabilities into their future classrooms should remain a top priority in teacher education. Providing teachers with continuous support is vital to building their confidence in adopting 21st-century teaching approaches. Therefore, this study explores how community engagement contributes to building 21st-century skills and how both pre- and in-service teachers perceive the presence of these skills in the curriculum.

2. Purpose of the Study

Developing 21st-century skills is a crucial educational component because of technological advancements and the dynamic modern environment in practically every industry (Bedir 2019; Alarabi et al. 2024). The 4Cs have been identified as critical to an individual’s success in their personal and professional lives. To effectively prepare students for 21st-century problems, pre-service teachers—future teachers—must possess these competencies. This study emphasizes the 4Cs and recognizes their importance for both pre-service and in-service teachers, as they align with the demands of modern education, society, and the evolving needs of students. These skills empower teachers and make them focus on equipping students with essential 21st-century competencies and skills such as adaptability, digital literacy, and global awareness (Thelma et al. 2024; Michalski et al. 2017). Furthermore, the acquisition of these skills focused on in this study may enable teachers to remain focused, updated, effective, and relevant in navigating an ever-changing educational landscape (Bahtiar et al. 2023). For both pre-service and in-service teachers, the 4Cs support lifelong learning and professional growth, which are crucial in a constantly evolving profession. By mastering and applying these skills, teachers can foster dynamic, inclusive, and forward-thinking learning environments that empower students to succeed in the rapidly evolving world. Conversely, community engagement plays a crucial role in developing teachers’ communication, collaboration, creative thinking, and critical thinking by providing real-world contexts, relevant experiences, diverse perspectives, and growth opportunities (Bahtiar et al. 2023; Maruskin 2014). The 4Cs are considered advantageous, but pre-service teachers still do not have many opportunities in their teacher education programs to grow and improve these skills. Community engagement is an important strategy for addressing this gap. However, the impact of this strategy has received inconsistent scholarly attention. Several factors may have contributed to this variability. For instance, Zygmunt-Fillwalk et al. (2010) emphasized that evaluating community engagement requires shifts in attitudes, beliefs, and behaviors. Giles-Corti et al. (2016) add that many non-cognitive factors in the learning environment significantly affect the learning process, such as social cohesion and emotional safety, shape how students benefit from such experiences, and may lead to inconsistent impacts of community engagement initiatives. Furthermore, Mitsea et al. (2021) identified a lack of clear definitions of community engagement’s role in skill development and ambiguities regarding the specific nature and measurable outcomes of these skills. Furthermore, research studies have not yet recognized the role of community engagement in fostering meaningful and effective learning outcomes (Mason O’Connor et al. 2011; Estrada-Martínez et al. 2021). This study aims to better understand this occurrence and determine the overall effects of community engagement as a substitute strategy for educating pre-service teachers on the 4Cs. Therefore, the purpose of this study is as follows:

(1) Examine the impact of community engagement activities on the development of the 4Cs as perceived by the pre-service and in-service teachers.

(2) Assess whether the community engagement activities impact on the group of teachers (pre-service and in-service teachers) differently.

(3) Identify the challenges teachers face when participating in community engagement activities.

3. Significance of the Study

The examination of teachers’ views and beliefs about the influence of community engagement on the development of their collaboration, communication, creative thinking, and critical thinking skills is significant for several reasons. Understanding teachers’ views on the possible influence of community engagement activities on the development of their skills may inform policy and decision-making processes regarding teacher training and preparation programs. This is because participating teachers may identify areas related to the assessed 21st-century skills where they feel less confident, thereby assisting them in making informed decisions concerning the selection of appropriate professional development programs. Furthermore, exploring the relationship between community engagement and teachers’ views may contribute to addressing the limited focus on the impact of community engagement on teachers’ skill development, thus contributing valuable knowledge to the field. Finally, a study of this nature is significant due to its potential to advance the field of teacher education by providing insights into the impact of community engagement on how prospective teachers gain 4Cs. The results of this study can inform higher education institutions about the importance of community engagement in developing the 4Cs. It can also guide them in incorporating community engagement into their curriculum. In addition, this study could be significant to community organizations because it can educate them about the value of working with pre-service teachers to address social issues in the community.

Although there are studies that address 21st-century skills and community engagement, the direct relationship between them has not been systematically examined, particularly in the context of pre-service and in-service teachers. Nor has the difference between these two groups in their benefits from community engagement been addressed. This study seeks to fill this gap through a mixed-method design that integrates quantitative and qualitative data, enhancing theoretical and applied understanding of the role of community engagement in developing 21st-century skills among teachers at various stages of preparation. Therefore, this study attempts to answer the following questions:

• How does participation in community engagement activities influence the development of the 4Cs (critical thinking, creative thinking, collaboration, and communication) among pre-service teachers?
• Are there any significant differences between pre-service and in-service teachers regarding the impact of community engagement on the development of the 4Cs?
• What are the main barriers teachers face when participating in community engagement activities?

4. Literature Review

4.1. Community Engagement and 21st-Century Skills

Community engagement is a relatively multifaceted concept that involves various activities and approaches to building and strengthening relationships between individuals and communities. The evaluation of community engagement in this context entails analyzing a range of outcomes, including modifications to attitudes, beliefs, and behaviors (Zygmunt-Fillwalk et al. 2010; Valtonen et al. 2021). Community engagement can help foster civic duties, which is one of its main advantages. In this context, it offers people opportunities for volunteer work and encourages students to participate actively in community development (Zygmunt-Fillwalk et al. 2010). As previously mentioned, community involvement fosters growth of the 4Cs. For instance, encouraging teamwork and collaboration between teachers and community members can help to remove social barriers and develop a deeper feeling of mutual respect and trust among community members. This may contribute to the development of encouraging and welcoming communities.

According to Urbani et al. (2017) and Redlo (2021), 21st-century skills are familiar and have been taught in schools for years. However, with the demands of the evolving economy, different educational institutions are now integrating these skills into their strategic plans to equip students with a higher education, career, and life. Valtonen et al. (2021) argued that “21st-century skills are nothing new, but rather, newly important” (p. 2). Although 21st-century skills have been essential elements throughout human history, the methods of teaching and developing them in K–12 schools have advanced significantly (Redlo 2021). For instance, the Common Core State Standards (CCSS) now include 21st-century skills (Urbani et al. 2017). The 21st-century skills refer to a wide range of knowledge, working habits, and behaviors crucial for individual success in today’s world. Generally, most educational institutions define their 21st-century skills based on what appears significant in their communities (Valtonen et al. 2021). Although this concept is widely applied in education, it lacks a consistent definition, which may lead to confusion and conflicting elucidations. However, the most commonly used categories of 21st-century skills include critical thinking, creative thinking, collaboration, and communication (Muthukrishnan et al. 2022). These are also commonly referred to as the 4Cs, based on the partnership for 21st century skills, and are essential for students to succeed in school and later in their careers.

Critical thinking effectively analyzes, assesses, and renders reasoned judgments. In other words, critical thinking makes decisions based on knowledge and communication while employing sufficient contemplation and reasoning (Dippenaar et al. 2015). To determine whether information or communication is important in a certain setting, one must think critically and judge it skillfully. Thus, it involves key competencies such as problem-solving, decision-making, and analysis. Individuals with critical thinking skills can solve complex problems and make informed decisions. According to Van Laar et al. (2020), critical thinking enables individuals to assess the credibility and reliability of information and consider multiple perspectives to make sound and independent judgments (Bedir 2019). Another 21st-century skill is creativity, which is the capacity to generate and use fresh, original ideas in various circumstances. Creative thinking is the production of new practical concepts for new goods, services, or procedures that have the potential to be helpful. Since the 21st century poses new challenges as more opportunities emerge, creative thinking has become more relevant (Dippenaar et al. 2015). A person possessing this skill can think creatively and address issues from different perspectives. Individuals need to be risk-taking, open to new concepts, and willing to adopt various approaches to develop this skill. As a 21st-century skill, collaboration is collaborating with others and working together towards a shared goal (Bedir 2019; Maruskin 2014). Generally, work in the twenty-first century is becoming increasingly knowledge-based and specialized. Because individuals do not have all the necessary information and abilities, collaboration among workers is necessary to complete complicated jobs. In this era, people depend on others to accomplish tasks. As a result, collaboration skills are necessary to help individuals leverage team members’ strengths and work towards a common goal (Bedir 2019; Maruskin 2014; Al Mansoor et al. 2023). An individual with this skill can successfully work with a diverse team and is open-minded. Communication skills refer to the ability to clearly and effectively express ideas, thoughts, and information (Muthukrishnan et al. 2022).

In conclusion, community engagement encompasses activities that enhance community cohesion, foster civic responsibility, and promote volunteerism, particularly among students. This process facilitates the dismantling of social barriers, cultivating respect and trust and contributing to a more inclusive environment. In education, there is a focus on 21st-century skills such as critical thinking, creativity, collaboration, and communication (the 4Cs) to prepare students for modern challenges (Abu Khurma et al. 2024). However, there is no set definition for these skills, leading to confusion and different meanings. While these skills have been around for a long time, the ways they are taught have changed significantly. Educational institutions often tailor their definitions of these skills to align them with the needs of their local community.

4.2. Advantages of Participation in Community Engagement

For teachers, the community, and society, participation in community engagement offers several advantages. The opportunity it gives pre-service teachers to build 21st century abilities is a major benefit of this engagement. In addition, engaging in community participation can foster personal growth and development (Evans 2013; Chambers and Lavery 2012). In this setting, people can broaden their perspective, acquire new knowledge, and develop new skills. Therefore, it is important to strengthen social relationships. As people work together to create a sense of belonging, participation in community involvement helps deepen relationships (Chambers and Lavery 2012). This involvement also links future teachers to the fundamental requirements of a community (Evans 2013). They investigated the community needs to assist students or people in a specific community. Furthermore, participation in community engagement provides a fantastic opportunity to learn more from others. As they are already familiar with issues and opportunities in different communities, pre-service teachers who engage in community services can provide services effectively.

4.3. Challenging Participation in Community Engagement

According to Evans (2013), time and budget limitations are significant barriers to community engagement. In general, pre-service teachers may find it time consuming to participate in community engagement initiatives. In addition, they require many resources, including materials, equipment, and transportation. It may be difficult for pre-service teachers to participate in community interactions if they lack sufficient time and resources. Furthermore, participating in community engagement is quite demanding, and pre-service teachers may feel mentally and physically worn out afterward (Evans 2013; Myers and Rivero 2018). This may result in burnout and weariness, which may reduce the benefits of participation. It is important to note that some groups may exhibit opposition if there has not been cultural change. Additionally, certain community involvement initiatives in which pre-service teachers are interested in taking part in may involve questioning attitudes and existing beliefs, resulting in resistance or hostility from those who do not want to change (Evans 2013; Chambers and Lavery 2012).

In summary, despite the growing understanding of community engagement’s role in fostering 21st-century skills among pre-service teachers, the literature lacks in-depth empirical evidence linking specific engagement experiences to skill development outcomes. Moreover, few studies have focused on how challenges, such as time constraints, resistance from communities, or cultural factors, affect teachers’ abilities to fully benefit from these experiences. There is also a gap in the research addressing how these dynamics play out in diverse educational settings, particularly within the context of teacher preparation programs.

5. Methodology

5.1. Research Design and Paradigm

The study followed a mixed-method sequential descriptive design (Figure 1), starting with quantitative data collection and using the qualitative phase to provide deeper insights into the main findings. The decision to use this approach was made because of its potential to explore how community engagement influences the development of 21st-century skills in pre- and in-service teachers (i.e., the four skills). This study is based on a pragmatic model that allows for the flexible use of quantitative and qualitative methods to answer research questions that provide doable actions to guide smooth implementation (Kaushik and Walsh 2019).

5.2. Population and Sample

Pre- and in-service teachers participated in this study. They were all enrolled in postgraduate programs in Abu Dhabi, United Arab Emirates (UAE). Al-Ain University was employed to provide access to participants’ records to facilitate the sampling process. The participants represented a diverse sample from different year levels and specializations were included to ensure a wide representation of their experiences with community engagement activities. Systematic random sampling was performed during the quantitative phase of the study. This process involved selecting every participant from an ordered list of eligible postgraduate students, ensuring that each individual had an equal chance of inclusion. During the quantitative phase, a random sample of 160 pre-service teachers (65 biology, 55 chemistry, 25 physics, and 15 general science) and 85 in-service teachers (20 biology, 35 chemistry, 15 physics, and 15 general science) were selected to complete a structured survey designed to assess the development of the 4Cs through community engagement activities (

Table 1. Distribution of the teacher sample.

	Pre-Service		In-Service
Subject	N	Percentage (%)	N	Percentage (%)
Biology	65	26.5	20	8.2
Chemistry	55	22.4	35	14.3
Physics	25	10.3	15	6.1
General Science	15	6.1	15	6.1
Total sample	160	65.3	85	34.7

). Although the survey was structured, this method maintained the integrity of randomization by ensuring that each participant had an equal chance of being selected. According to Taherdoost (2016), systematic random sampling reduces selection bias and provides a clear and organized approach to choosing participants, which enhances the generalizability of the findings.

Twenty participants were selected from the survey respondents based on their responses to items that reflected trends or diverse experiences in community engagement. This method allowed for in-depth and further elaboration of specific experiences and provided rich qualitative data to complement the quantitative findings. Respondents were given the option to voluntarily provide their contact details if they were willing to participate in the follow-up interviews. However, only interview participants with these specific answers were invited, based on their willingness to engage in further research, which reduced the target audience. Each participant received a consent form detailing the purpose, procedures, and ethical safeguards of the study, including confidentiality and voluntary nature of their involvement. Interviews were scheduled based on participant availability and conducted over a two-week period. Each interview lasted between 30 and 45 min, with participants given the option to engage either face-to-face or online, depending on their preference and availability. All interviews were audio-recorded with participants’ consent and transcribed verbatim for analysis. The final sample size across both phases provided ample breadth for statistical analysis, and the interviews added a rich contextual understanding.

5.3. Survey Instrument

The survey for this study was constructed by the authors utilizing the available literature and research findings (Tican and Deniz 2018; Jia et al. 2016; Valtonen et al. 2021) to measure the development of 21st-century skills, particularly the 4Cs of pre- and in-service science teachers. To ensure validity, four science education professors and three science teachers were asked to review the survey items to ensure their relevance. Three items were modified to make language easier to understand. To ensure clarity and reliability, the survey was pilot tested with a small group of pre-service teachers (n = 10).

The final survey form consisted of three sections. Demographic section, perceptions section, and open-ended questions. The demographic section asked five questions to understand the participants’ backgrounds. The perceptions section consisted of 5-point Likert-scale questions (1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, 5 = strongly agree) aimed at assessing the extent to which participants believed that community engagement contributed to their relevant set of skills: growth in critical thinking (7 items), creative thinking (6 items), collaboration (7 items), and communication (7 items). Additionally, the survey featured five open-ended questions to capture initial qualitative insights that may enable researchers to determine significant responses that could later be expanded upon during the interview phase. Survey statements were developed to directly reflect prior participation in structured community engagement activities conducted within their programs. Participants were selected only if they had taken part in at least one community initiative during the previous academic year. Therefore, responses regarding the development of 21st-century skills were grounded in recent and relevant engagement experiences, allowing for a clearer association between participation and skill development.

The survey was distributed electronically to 160 participants through a secure online platform that did not require any identifier of their personal information. The participants were given two weeks to complete the survey, and a reminder was sent to increase the sample size after the initial invitation. In alignment with ethical guidelines, when human subjects were involved in data collection, all participants provided signed or electronically signed informed consent before participation. The researchers were introduced in the invitation letter, including the study objectives, voluntary nature of their participation, and right to withdraw at any time without any negative consequences or possible risks. The participants were informed of the purpose and procedures of the study, and their privacy and confidentiality were ensured throughout the study.

5.4. Interview Protocol

Following an analysis of the survey data, semi-structured interviews were conducted to obtain richer and more valuable data on how pre- and in-service teachers perceived the impact of community engagement on the development of the 4Cs. Twenty teachers were selected for in-depth interviews based on their responses to the open-ended questions. Each participant received a consent form detailing the purpose, procedures, and ethical safeguards of the study, including confidentiality and the voluntary nature of their involvement, which had no rewards or gifts that could influence their answers, except thanking them verbally. Interviews were scheduled based on participant availability and conducted over a two-week period. Each interview lasted between 30 and 45 min, with participants given the option to engage either face-to-face or online depending on their preference and availability. All interviews were audio-recorded with participants’ consent and transcribed verbatim for analysis.

5.5. Data Analysis

Quantitative data from the survey were analyzed using descriptive and inferential statistics using SPSS software Version 29.0.2.0. Descriptive statistics, such as means (M) and standard deviations (SDs), were calculated to provide a summary of the participants’ perceptions of their 4Cs development through community engagement. Cronbach’s alpha was calculated to assess the reliability of the survey, resulting in a high internal consistency (α = 0.85).

The interview transcripts were analyzed using thematic analysis based on the six-phase approach of Braun and Clarke (2006). A standardization exercise was conducted between the researchers involved in this analysis, which was chosen because it allows for a flexible and structured way of identifying, analyzing, and reporting patterns (themes) within the data (Dawadi 2020; Maguire and Delahunt 2017). The standardization process began with familiarization, where the transcripts were read and critically reviewed to capture a comprehensive understanding of the data and identify initial ideas. Each chosen idea, according to this process, is labeled by a code. The codes generated were meaningful, as they captured the essential aspects of participants’ experiences related to the development of the 4Cs. In the following step, the data were systematically coded inductively and deductively, which is the final part of the standardization process, as this ensured that the themes were data-driven and aligned with the research objectives (Braun and Clarke 2022; Christou 2022). The codes were then grouped into broader themes representing how pre-service teachers perceived the impact of community engagement on professional skill development. Researchers have refined and reviewed the themes to conduct cross-referencing with existing research to maintain a consistent and coherent list (Braun and Clarke 2006; Nowell et al. 2017). One important step was considered to ensure the trustworthiness of the analysis: member checking was conducted, wherein the study participants were invited to review the accuracy of their transcripts and provide feedback (if any) on the identified themes. Additionally, peer debriefing was employed to validate the findings and enhance the study’s overall credibility (Maguire and Delahunt 2017). Finally, the qualitative findings were triangulated with quantitative data, contributing to a richer collective understanding of how community engagement contributed to the development of the 4Cs among pre-service teachers.

To ensure the validity of the survey and the quantitative instrument, content validation was performed by a panel of experts in teacher education and community engagement, who reviewed the survey items to confirm that they adequately captured the dimensions of the 4Cs. Reliability was further confirmed using Cronbach’s alpha, which demonstrated a high level of internal consistency for the survey items. In the qualitative phase, trustworthiness is maintained through various methods, including prolonged engagement with the data, member checking, and peer debriefing. These steps ensured the credibility and accuracy of the qualitative findings, while also providing a coherent integration of the results from both the quantitative and qualitative phases.

6. Findings

6.1. How Does Community Engagement Affect Teachers’ 4Cs?

6.1.1. Quantitative Results

First, the four domains of teachers’ 21st-century skills were separately calculated for the mean, standard deviation, and Cronbach’s alpha (see

Table 2. Descriptive statistics of the 21 century skills in the two groups.

Domains of Teachers’ 21st-Century Skills	Pre-Service Teachers		In-Service Teachers
	Mean	SD	Mean	SD
Critical Thinking α (0.81)	3.41	1.01	4.03	0.94
I critically evaluate information and arguments before making decisions	3.34	1.02	4.43	0.66
I actively seek out different perspectives and consider alternative viewpoints	3.46	0.86	4.12	0.89
I am confident in my ability to analyze complex problems and find effective solutions	3.43	1.16	4.11	1.04
I am open to changing my opinions when presented with new evidence	3.56	0.98	3.89	1.19
I apply logical reasoning to solve problems and make informed judgments	3.35	1.42	3.65	0.77
I am able to break down complex issues into manageable components for analysis	3.34	0.64	4	1.08
Creative Thinking α (0.83)	3.55	1.03	4.14	0.98
I am comfortable taking risks and trying new approaches to solve problems	2.98	1.26	3.58	0.65
I enjoy brainstorming ideas and generating innovative solutions	3.1	0.93	4.44	1.01
I embrace ambiguity and view it as an opportunity for creative thinking	4.01	1.31	3.83	0.76
I enjoy experimenting with different methods and approaches to enhance creativity	3.88	1.11	4.32	1.4
I value originality and encourage innovative thinking in myself and others	3.79	0.87	4.22	0.87
I actively seek feedback and input from others to improve my creative thinking skills	3.55	0.69	4.47	1.19
Collaboration α (0.91)	3.71	1.00	4.33	0.93
I effectively communicate and listen to others’ perspectives during group work	4.01	0.85	4.65	0.75
I actively seek opportunities to collaborate with my peers and colleagues	4.22	1.12	4.42	1
I am able to work cooperatively towards common goals with others	3.43	1.32	4.87	1.04
I value teamwork and recognize the importance of collective achievements	3.11	0.87	4.29	0.56
I actively contribute to group discussions and encourage participation from others	4.11	1.13	4.51	0.82
I enjoy sharing responsibilities and working collaboratively on projects	3.32	0.99	3.64	1.17
I appreciate the strengths and expertise of my teammates and leverage them for effective collaboration	3.74	0.73	3.9	1.19
Communication α (0.86)	3.77	1.05	4.46	0.98
I can express my ideas clearly and concisely in both written and oral forms	4.21	0.89	4.55	0.77
I actively listen to others and provide constructive feedback during conversations	3.68	1.31	4.73	0.91
I effectively use non-verbal cues to enhance my communication	3.87	1.02	4.48	0.64
I am comfortable engaging in public speaking and presenting information to audiences	3.34	0.93	4.05	1.18
I actively seek opportunities to improve my communication skills	3.23	1.11	3.99	1.08
I value effective communication as a key component of successful collaboration	3.77	0.87	4.57	0.93
I am confident in my ability to communicate with clarity and impact	4.32	1.22	4.88	1.12

). The highest score of the domain of the survey was communication skills for the pre-service (M = 3.77, SD = 1.05) and in-service teachers (M = 4.46, SD = 0.98). For both groups, the most frequently cited online learning communication was “I am confident in my ability to communicate with clarity and impact” followed by communication, critical thinking, and creative thinking, which had the second lowest mean scores for 21st-century skills perceived by pre- and in-service teachers. All 21st-century skill domains had lower mean scores for pre-service teachers than for in-service teachers: critical thinking (M = 3.41, M = 4.03), creative thinking (M = 3.55, M = 4.14), collaboration (M = 3.71, M = 4.33), and communication (M = 3.77, M = 4.46). Cronbach’s alpha ranged from 0.81 to 0.91, which is considered “good.”

6.1.2. Qualitative Results

Thematic analysis produced a total of 12 initial codes, which were subsequently clustered into three major themes: Development of Critical Thinking (DCT), Enhancement of Communication and Collaboration (ECC), and creativity. Under the theme DCT, six codes were grouped under this theme. Participants emphasized how community engagement enabled them to question assumptions, analyze diverse perspectives, and devise strategic solutions.

The teachers expressed that community engagement significantly contributed to the development of their 21st-century skills. Many participants highlighted that working directly with diverse communities allowed them to apply theoretical knowledge to real-life situations, fostering a deeper understanding of social issues and helping them refine their problem-solving and critical thinking skills. For instance, one participant shared, “When I worked on a community project addressing environmental awareness, I had to think critically about how to adapt complex scientific concepts to be understandable for different audiences. It challenged me to be more analytical and reflective about my approach.”

These findings reflect that community-based learning environments offer meaningful opportunities for skill development. Such engagements enrich teachers’ understanding of their evolving professional roles and provide a clearer view of how community work influences growth.

6.2. Differences Between Pre-Service and In-Service Teachers’ 4Cs Development and Community Participation

6.2.1. Quantitative Results

A series of tests was conducted to determine the differences between the pre- and in-service teachers’ responses (

Table 3. An independent-sample t-test of 21-century skills of the two groups.

21 Century Skills		Groups	N	Mean	SD	t	df	Sig.
Critical thinking	Biology	Pre-service	65	3.13	0.92	0.197	83	0.000
		In-service	20	3.64	0.67
	Chemistry	Pre-service	55	3.36	1.21	12.640	88	0.000
		In-service	35	4.24	0.88
	Physics	Pre-service	25	3.69	1.2	15.981	38	0.032
		In-service	15	4.12	0.86
	General Science	Pre-service	15	3.65	1.28	22.146	28	0.041
		In-service	15	4.65	0.9
Creative thinking	Biology	Pre-service	65	2.81	1.02	18.332	83	0.012
		In-service	20	3.82	0.95
	Chemistry	Pre-service	55	3.42	0.89	17.631	88	0.044
		In-service	35	4.04	1.05
	Physics	Pre-service	25	3.66	0.83	14.418	38	0.000
		In-service	15	3.99	1.01
	General Science	Pre-service	15	3.63	1.04	23.290	28	0.000
		In-service	15	4.45	1.01
Collaboration	Biology	Pre-service	65	3.61	1.12	19.671	83	0.019
		In-service	20	4.25	1.11
	Chemistry	Pre-service	55	3.43	0.96	14.693	88	0.029
		In-service	35	4.08	0.85
	Physics	Pre-service	25	4.17	1.17	0.563	38	0.000
		In-service	15	4.69	0.96
	General Science	Pre-service	15	3.63	0.84	6.973	28	0.000
		In-service	15	4.41	0.89
Communication	Biology	Pre-service	65	4.1	0.98	0.658	83	0.443
		In-service	20	4.4	1.02
	Chemistry	Pre-service	55	3.99	1.04	11.145	88	0.086
		In-service	35	4.18	1.13
	Physics	Pre-service	25	4.13	0.78	18.931	38	0.121
		In-service	15	4.53	0.89
	General Science	Pre-service	15	4.17	1.03	8.415	28	0.313
		In-service	15	4.34	1.12

). The results indicated a statistically significant difference at the (p < 0.05) level in critical thinking scores for the four groups of science teachers (biology, chemistry, physics, and general science). In addition, there was a statistically significant difference (p < 0.05) in the creative thinking scores and collaboration (p < 0.05). However, there were no significant differences in the communication scores among the four groups of teachers.

6.2.2. Qualitative Results

Thematic analysis identified 22 initial codes, which were categorized into three major themes: (1) Teamwork and Collaboration, (2) Communication, and (3) Creativity.

Theme 1, Teamwork and Collaboration: This theme encompassed 11 codes, including “collaborating with experts,” and “shared goal setting.” The participants consistently described community engagement as a key factor in enhancing teamwork skills. The participants described community engagement as a driving force for enhancing teamwork abilities. By collaborating with community members, including local community individuals who deliver services to their schools and other pre-service teachers, they were exposed to a multitude of viewpoints that promoted open-mindedness and taught them how to handle conflicts productively, which did not significantly delay their usual duties. In-service teachers also highlighted the value of interacting with individuals from diverse cultural and social backgrounds, including connecting with expert colleagues from other institutions, which helped improve their teamwork skills and ability to collaborate in professional settings, for example, co-creating solutions for similar and common issues they face related, for example, to assessment, curricula, and field visits. One participant noted,’ I learned a lot about collaboration by working with people from various backgrounds. Everyone has different ideas, but we must come together to achieve a shared goal. It taught me to listen and be flexible.”

Theme 2, Communication: This theme included six codes such as “audience awareness,” and “active listening.” Participants reported improvements in both verbal and nonverbal communication due to interactions with individuals from different age groups, professions, and cultural backgrounds. The pre-service teachers, considering that some of them are being trained and placed in schools, reported that their communication skills improved through interactions with community members of varying ages, different positions of professions, cultures, and educational backgrounds, such as exposure to MOE training positions and civil defense individuals who visit schools to train the staff on evaluation plans. They needed to adjust their language using the right terminology for a better presentation of their professional discussion. One teacher commented, “In our community project, we had to present our ideas to local leaders and parents, which required us to break down complex terms into simpler language. This helped me become a better communicator both verbally and non-verbally.” Another in-service teacher emphasized the importance of active listening: “I became a better listener. When you’re working with community members, you realize that their input is just as important as yours.”

Theme 3, Creativity: A total of five codes were grouped under this theme, including “creativity,” and “innovation.” Teachers shared how community engagement prompted them to think creatively, particularly when faced with limited resources or unique challenges. Many pre-service teachers observed that working in these environments required them to think creatively about developing effective and practical solutions to at least cope with the expert professional they are working with. One participant reflected: “We had to find creative ways to engage younger children in science experiments with limited resources. This experience pushed me to think of alternative teaching methods and make learning fun and interactive.” The opportunity to experiment with new ideas in real-world contexts helped in-service teachers develop their creative thinking skills, which they believed would be beneficial for their future teaching careers.

6.3. Teachers’ Community Engagement Challenges

Despite the positive outcomes, participants also noted several barriers to engaging in community activities. Time constraints, limited access to resources, and a lack of institutional support were the most frequently cited obstacles. Some pre-service teachers expressed difficulty balancing their academic commitments with community engagement projects. One participant stated, “It was challenging to allocate time between classes and personal commitments to participate fully in community projects. It would be beneficial if educational institutions provided more structured opportunities that align with our schedules.” Moreover, some participants indicated that a lack of prior exposure to community engagement created a sense of uncertainty, “ many of whom were initially unfamiliar with how to become involved, and we experienced some hesitation. Additional guidance or mentorship from our university would have been beneficial.”

The participants offered various suggestions to overcome the barriers to community engagement. They advocated for more institutional support, including mentorship programs and clear guidance on how to integrate community engagement into teaching practices. Some also suggested that schools provide additional time and resources to participate in community projects: “If universities had formal partnerships with community organizations, it would make it easier for us to get involved and help bridge the gap between theory and practice.” Additionally, creating structured programs in which community engagement is a mandatory part of the curriculum was proposed as a way to ensure that more pre-service teachers have opportunities to develop their 4Cs through hands-on experiences.

7. Discussion

The quantitative findings highlighted the differences between pre- and in-service teachers and how community engagement affects and is associated with teachers’ 21st-century skills (critical thinking, creativity, communication, and collaboration). In-service teachers consistently scored higher across all domains, particularly in communication and collaboration, likely because of their practical experience, professional exposure, and familiarity with the right terms, at least in their teaching experience. These findings align with those of Fukkink et al. (2019) and Guggemos and Seufert (2021), which emphasize the importance of real-world applications in skill development, as these real-world applications require the co-creation of solutions to address issues such as climate change and conservation efforts, which also require clear and precise communication between community members.

In terms of critical thinking, in-service teachers significantly outperformed pre-service teachers, particularly chemistry teachers. This suggests that in-service teachers benefit from more frequent opportunities to apply critical thinking in real-world contexts, which helps sharpen these skills. This aligns with studies on teacher development by Cáceres et al. (2020) and Changwong et al. (2018). Similarly, in-service teachers scored higher on creative thinking with their practical experience fostering innovation and adaptability, as noted by Darling-Hammond et al. (2019). Collaboration scores were also higher for in-service teachers, reinforcing the idea that professional environments, such as schools, provide better opportunities for teamwork and collaboration than academic settings (Gast et al. 2017; Love et al. 2022). Although in-service teachers had higher communication scores, these differences were not always significant. However, their greater exposure to diverse audiences in professional settings, such as parents and students, may give them a slight advantage in communication (D’Haem and Griswold 2016; Rabbani et al. 2023).

More precisely, the qualitative findings confirmed the significant role of community engagement in developing teachers’ 21st-century skills, particularly critical thinking, collaboration, communication, and creativity. All teachers in the study highlighted that working with communities allowed them to apply theoretical knowledge in real-life situations, such as making daily decisions in their daily life situations, selecting water brand bottles that have a lower sodium ratio used to purify the water, thus improving their problem-solving and critical thinking skills. One participant noted that adapting complex scientific concepts for multicultural students required deep reflection, aligning with research on the importance of practical skills development experiences (Guggemos and Seufert 2021). Collaboration with diverse groups was essential in fostering teamwork and open-mindedness, as teachers had to navigate different perspectives and work toward shared goals. This finding supports the finding that professional collaboration strengthens adaptability and teamwork (Gast et al. 2017). Teachers also reported improvements in communication skills, as they needed to adjust their language and presentation styles for various audiences. This aligns with D’Haem and Griswold (2016), who emphasized the role of diverse audiences in enhancing communication. Community engagement also promotes creativity as teachers must develop innovative solutions to real-world challenges (Darling-Hammond et al. 2019). However, time constraints, limited resources, and institutional support barriers suggest a need for more structured support for these activities (Love et al. 2022).

8. Implications and Recommendations

The findings indicate that in-service teachers demonstrate higher proficiency in 21st-century skills (critical thinking, creativity, communication, and collaboration) than pre-service teachers, largely because of the real-world experiences they accumulate over time. This underscores the importance of practical hands-on learning opportunities for pre-service teachers, which can better prepare them for future professional demands. Community engagement plays a vital role in developing these skills by offering teachers real-life scenarios in which to apply theoretical knowledge. However, challenges such as limited resources, time constraints, and lack of institutional support hinder the full development of these skills, particularly for pre-service teachers.

This study offers several recommendations for future research. First, teacher education programs should integrate hands-on community-based projects to bridge the gap between theoretical knowledge and practical application. This would allow pre-service teachers to develop critical thinking skills and creativity in real-world contexts. In addition, schools and teacher-training institutions should provide more resources and formal support for community engagement activities. This may include allocating time within curricula, offering financial resources, and incentivizing participation in such projects to maximize skill development. Finally, both in-service and pre-service teachers should be provided with continuous professional development opportunities that focus on enhancing 21st-century skills, with an emphasis on collaboration and communication strategies for diverse audiences.

9. The Limitations of the Study

Despite the scientific and cognitive value of the study highlighting the impact of community engagement on the development of 21st-century skills among pre- and in-service teachers, there are several limitations that should be acknowledged. First, the study was conducted in a specific geographical and educational context (Abu Dhabi), which limits the generalizability of the findings to other culturally or institutionally different educational contexts. Second, despite the use of a mixed-method design, reliance on self-reports from participants may introduce social desirability bias, affecting the validity of the results. Third, the qualitative phase was limited to a small sample of pre-service teachers without sufficient representation of in-service teachers, which may lead to an imbalance in the interpretive understanding of the data. Finally, the study did not accurately address longitudinal changes or individual differences in skill development, which reduces its ability to comprehensively interpret the dynamics of professional growth. Acknowledging these limitations does not diminish the significance of the study; rather, it enhances its transparency and calls for further future research.