Abstract
This study examines how pre-service teachers can be prepared to foster and apply the four essential skills – critical thinking, communication, collaboration, and creativity (Four Cs) - within and beyond the classroom for holistic 21st century readiness. Situated in the Kazakhstani policy context, the research employed a qualitative design comprising two focus-group discussions with final-year pre-service teachers (n =15) and semi-structured interviews with teacher educators (n = Cs10). Thematic analysis of transcripts identified three cross-cutting domains: (1) benefits of integrating Four Cs, including enhanced student engagement, higher-order problem solving, creative expression, and workplace relevance; (2) challenges to implementing Four Cs, including curricular overload, limited time and resources, uneven student readiness, and hesitancy toward pedagogical change, compounded by gaps in technological and pedagogical training; and (3) strengths and opportunities for improvement Four Cs, including project-based and inquiry-based learning, flipped classrooms, purposeful technology use, and cultures of peer mentoring and reflective practice. Findings point to the need for institutional commitment and a whole-system approach: flexible curricula, sustained professional development, access to digital tools, and mentorship structures that build teacher confidence. The study offers actionable recommendations for teacher-education programs to embed the Four Cs systematically, aligning policy aspirations with classroom realities and better preparing pre-service teachers to lead student-centered, innovation-driven learning.