The 21st-century classroom requires teachers to develop critical thinking, creativity, communication, and collaboration (4Cs). This systematic literature review examines how integrating practical work in pre-service Physical Science teacher training enhances these essential skills. Although content knowledge is often emphasized in teacher education programs, there is significant need for practical work because it fosters scientific inquiry and problems-solving skills by bridging the gap between theory and real-world application. Thus, traditional training often lacks sufficient hands-on experience, limiting pre-service teachers' confidence and ability to implement inquiry-based teaching effectively.

This study synthesizes 24 research articles published between 2017 and 2024 from Scopus, Web of Science, Google Scholar, and ERIC, framed within constructivist and social constructivist learning theories. Findings indicate that pre-service teachers engaged in structured laboratory activities and inquiry-based experiments demonstrate higher-order cognitive skills, deeper conceptual understanding, and stronger pedagogical content knowledge (PCK). Practical work also enhances student motivation, engagement, and retention of science concepts, preparing teachers for dynamic, learner-centered classrooms.

Despite its benefits, the integration of practical work faces significant barriers, including resource constraints, inconsistent implementation, and inadequate teacher training. Although South Africa’s Curriculum and Assessment Policy Statement (CAPS) mandates practical work, its application remains uneven, particularly in under-resourced schools. Many pre-service teachers lack confidence in conducting experiments, highlighting a need for stronger experiential learning components in teacher education.

The review further explores academic performance differences between schools that prioritize practical work and those with minimal experimental engagement. Evidence suggests that students in practical work-intensive environments achieve better conceptual understanding and scientific reasoning skills. However, many South African teacher training programs still rely on content-heavy curricula, failing to prepare educators for active, inquiry-driven teaching.

To address these challenges, the review recommends three key interventions:
(1) Enhancing teacher training programs to include structured, hands-on experience;
(2) Expanding access to alternative resources such as virtual labs and microscale experiments; and
(3) Developing partnerships between universities and schools to support practical work implementation.

These strategies can help bridge the gap between policy and practice, ensuring pre-service teachers gain the skills necessary for modern science education.

This study contributes to teacher education reform by emphasizing the need for greater alignment between policy, curriculum design, and practical training methodologies. Future research should explore long-term impacts of practical work on teaching efficacy to ensure sustained improvements in science education pedagogy. Ultimately, equipping pre-service teachers with experiential learning opportunities will enhance their teaching effectiveness and foster 21st-century competencies in future generations of learners.

Keywords: 21st-century skills, pre-service teachers, practical work, science education, teacher training.