<![CDATA[The rapid digitalization of education has expanded the competency agenda beyond the traditional 4C framework of critical thinking, creativity, communication, and collaboration. This study maps the development, structure, and thematic evolution of research on essential competencies in contemporary education, with particular attention to the relationship between the 4Cs and digital literacy, digital competence, computational thinking, information literacy, and related emerging competencies. A bibliometric review was conducted using 2,070 English-language Scopus-indexed documents published between 2015 and 2025. The analysis combined performance indicators with science-mapping techniques, including keyword co-occurrence, overlay and density visualization, country co-authorship analysis, bibliographic-link indicators, and thematic-evolution mapping. The corpus comprised 965 sources and 5,714 authors, with an annual publication growth rate of 19.72% and an average of 14.17 citations per document. Indonesia recorded the highest publication output, whereas the United States showed stronger citation impact and international collaboration among leading countries. The conceptual structure revealed a dense network linking 21st-century skills, creativity, collaboration, critical thinking, digital literacy, computational thinking, information literacy, and technology-supported learning. Temporal analysis showed increasing differentiation from early themes of digital literacies and programming toward digital skills, information and data literacy, digital competence, digital transformation, robotics, and AI-related learning. The findings indicate that digital literacy has not replaced the 4Cs. Instead, contemporary competency research is evolving toward an interconnected ecosystem in which the 4Cs remain foundational while increasingly integrating digital, computational, informational, pedagogical, assessment, and employability-oriented competencies. This synthesis clarifies the field's conceptual convergence and provides a basis for curriculum, assessment, and competency-development research worldwide.]]>
