The article explores the role of the 4C approach in contemporary education and analyzes the diagnostic results concerning the educational component of future biology teachers’ professional competence. The study aims to determine the level of development of critical thinking, communication, collaboration, and creativity skills among future biology teachers and to examine the obtained results in relation to indicators of their professional preparation. The relevance of the research is associated with the growing need to prepare teachers who are able to perform professional tasks effectively, analyze information, make well-grounded decisions, interact productively with other participants in the educational process, and generate new pedagogical ideas in response to changing educational demands. Within the study, the four components of the 4C framework are regarded as significant indicators contributing to the professional competence of future teachers. The diagnostic findings demonstrate that these skills are developed unevenly among students and are characterized by different levels of proficiency. The obtained results emphasize the importance of purposefully developing 4C skills throughout the professional preparation of future biology teachers. The study concludes that the systematic integration of the 4C approach into educational content and practice-oriented learning activities can contribute to strengthening students’ professional competence and preparing them to address current challenges in their future pedagogical practice.