The study’s main aim is to explore the preparedness of a sampled group of South African pre-service teachers at a Higher Education Institution (HEI) to teach adequately in the Fourth Industrial Revolution (4iR) classroom. The study employed a case study research design to ascertain the level of preparedness of pre-service teachers (n = 22) to use ICT tools for 4iR teaching and learning, using participant observation and focus group interviews. The Technological Pedagogical and Content Knowledge (TPACK) framework guided the research study in creating themes and analysing the data collected. The findings confirm that various aspects hindered the pre-service teachers from successfully implementing ICT tools in the 4iR classroom: school culture, inadequate computer infrastructure, and the need for the teacher education curriculum to be attuned to the 4iR teaching and learning. The study has thus significant implications on policy and practice in similar educational contexts around the need to develop appropriate intervention strategies towards advancing pre-service teachers’ skills related to 4iR.

该研究的主要目的是探讨在高等教育机构 (HEI) 中抽样的一组南非职前教师在第四次工业革命 (4iR) 课堂上进行充分教学的准备情况。该研究采用案例研究设计来确定职前教师（n = 22）使用 ICT 工具进行 4iR 教学和学习的准备水平，使用参与观察和焦点小组访谈。技术教学和内容知识 (TPACK) 框架指导研究创建主题和分析收集的数据。调查结果证实，各方面阻碍了职前教师在 4iR 课堂中成功实施 ICT 工具：学校文化、计算机基础设施不足、教师教育课程需要与 4iR 教学相适应。因此，该研究对类似教育背景下的政策和实践具有重要意义，需要制定适当的干预策略来提高职前教师与 4iR 相关的技能。