Purpose The increasing popularity of generative artificial intelligence (GenAI) in higher education has raised question marks about its implications for skills including 21st-century skills. While 21st-century skills, particularly the “four Cs” (critical thinking, creativity, communication and collaboration), remain vital, the existing literature lacks a synthesis of how GenAI reshapes their relevance and assessment. Therefore, this study examines GenAI’s implications for higher education students' 21st-century skills’ relevance and assessment methods in evolving digital learning environments. Design/methodology/approach This study used a systematic review methodology and analyzed 62 publications from 2020 to 2024, sourced from Google Scholar and Web of Science. Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the GenAI epistemology, pedagogy and assessment (GenAI EPA) analytical framework guided methodological processes including inclusion/exclusion, screening, coding and presentation of findings. Findings This study revealed three key findings. First, 21st-century skills, such as the four Cs, remain highly relevant in the GenAI era, although they have evolved to suit GenAI needs (e.g. critical evaluation of AI outputs). Second, traditional assessment methods (e.g. standardized tests) are inadequate in GenAI contexts, whereas alternative approaches, including digital portfolios, have proven to be more effective in capturing 21st-century skills. Third, stakeholders (especially educators) emphasize hybrid assessment models that combine process-oriented and outcome-oriented strategies to balance the disruption of GenAI integration with the maintenance of academic integrity. Practical implications This study highlights four key implications for higher education. First, institutions must integrate GenAI tools into curricula to develop and assess 21st-century skills. Second, ethical concerns (e.g. bias and privacy) necessitate clear AI use policies. Third, traditional assessments should shift toward dynamic, authentic methods (e.g. AI-assisted portfolios). Finally, educator-industry collaboration is vital, including co-designed curricula, workshops and internships for real-world AI readiness. Originality/value This study contributes to ongoing AI in education scholarship by mapping the interplay between GenAI and 21st-century skills, offering evidence-based recommendations for rethinking assessment paradigms. It highlights the urgency for institutional policies and practices that align pedagogical innovation with labor-market demands, ensuring graduates thrive in an AI-driven future.
Nyagoga et al. (Thu,) studied this question.