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Education must reflect the world it is training students for. Education 4.0 ensures that teaching-learning experiences will take advantage of the limitless opportunities created by advanced technology. This study determines the readiness of teacher education institutions in the Philippines for Education 4.0 in the areas of faculty, teaching and learning, infrastructure, and research as perceived by the administrators and faculty members of teacher education institutions in the Philippines. This study made use of survey questionnaire indicating the four parameters mentioned, and data were analysed using quantitative method. The findings of this study suggest that administrators and faculty members perceived that they are ready in terms of their skills in selecting and integrating digital resources for teaching and learning as they are also given capacity buildings through seminars and conferences related to technological literacy. However, they are neither skillful in using the learning management system and other online class modality; nor in the utilization of augmented reality, robotics, and digital enablers like 3D printing. This finding may be attributed to the unavailability and inaccessibility of digital infrastructure and virtual laboratories in most teacher education institutions. The respondents also disagreed that the teacher education institutions are ready in terms of research programs and initiatives for Education 4.0. Thus, there is a need for teacher education institutions to rethink infrastructure planning, redesign research initiatives, and strengthen teacher-training capabilities to be Education 4.0 ready. https://doi.org/10.26803/ijlter.19.8.8
Alda et al. (Sun,) studied this question.