Evaluating the Effectiveness of a Project‐Based Stem Curriculum in the Acquisition and Development of 4Cs of 21st‐Century Skills

ABSTRACT This study examines the effectiveness of acquiring and developing 4Cs of 21st‐century skills, creativity, critical thinking, communication, and collaboration—through a STEM curriculum integrating project‐based learning among middle school students (aged 12–14) at an international school in Colombo, Sri Lanka, using a quantitative case study approach. These skills are vital in project‐based STEM education as they promote innovation, problem solving, and teamwork, essential for addressing complex, interdisciplinary problems, enhancing scientific literacy, and life skills alongside future workforce readiness. Simple linear regression and correlational analysis found significant positive impacts on collaboration and communication ( R = 0.677, p < 0.01) and on critical thinking and creativity ( R = 0.866, p < 0.01), also highlighting the interdependence of these skills. Findings of this study suggest that project‐based STEM curricula can enhance essential skills for complex problem solving, with implications for educators designing interdisciplinary learning experiences in the South Asian context. Further research is required to investigate long‐term impacts and cultural influences.