The current research aimed at delving into the impact of the 4C/ID and predetermined and emergent design variability in learning tasks on teachers\\\\\\\' personal initiative in comparison to the conventional teaching method. The subjects of the study were the instructors of the metropolitan fire department in Iran. Frese et al. (Citation1997. The concept of personal initiative: Operationalization, reliability and validity in two German samples. Journal of Occupational and Organizational Psychology, 70(2), 139–161) questionnaire was used to measure personal initiative, and to measure based on performance, a lesson plan was completed by the learners at the end of the course. Statistical analysis (one-way covariance analysis) carried out using SPSS 27 software showed that education based on the 4C/ID with diverse emergent tasks (F = 88/92, P < 0.001) and 4C/ID with diverse predetermined tasks (F = 40/12, P < 0.001) are more effective in developing teachers\\\\\\\' personal initiative than conventional education. 4C/ID with diverse emergent tasks is more effective in the development of teachers\\\\\\\' personal initiative compared to 4C/ID with diverse predetermined tasks (F = 9.15, P < 0.005). Thus, it is suggested that the 4C/ID with emergent learning tasks be scrutinized and studied as a suitable model for cultivating personal initiative.

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