<![CDATA[This study examined the effects of the Case Method on students’ 4C skills, critical thinking, creativity, collaboration, and communication, within the context of Indonesian pre-service elementary teacher education. A quantitative quasi-experimental approach employing a posttest-only nonequivalent group design was used. The participants consisted of 107 second-semester students enrolled in the Elementary Teacher Education Program at Syiah Kuala University, divided into an experimental group (Case Method) and a control group (conventional instruction). Data were collected through observation sheets and performance-based assessments and analyzed using descriptive statistics and one-way ANOVA. The findings revealed significant differences between the two groups in collaboration (F = 9.621, p = .003), critical thinking (F = 15.487, p < .001), communication (F = 5.764, p = .020), and creativity (F = 18.214, p < .001). Students in the Case Method group achieved higher scores in collaboration, critical thinking, and creativity, whereas communication scores were slightly higher in the conventional group. These findings suggest that the Case Method is particularly effective in fostering higher-order thinking, creativity, and collaborative competencies among pre-service teachers. The study contributes empirical evidence supporting the integration of case-based learning into teacher education programs to strengthen 21st-century skills development.]]>
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