Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be "Enthused" to develop personally relevant generic capabilities, 2) have opportunities to "Explore" by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully "Extending" their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to "Exhibit" their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful.