“Are we Producing Teachers for the 4IR Digitized Classroom?” – A Case Study of a School of Education

With over two years of remote online learning, this paper assessed the extent to which academics in a School Education (SoE) at South African university employed their espoused (Technological, Pedagogical, and Content Knowledge) TPACK preparing teachers for Fourth Industrial Revolution (4IR) classroom. Besides facilitating development disciplinary expertise, were expected engage students with technological other cross-functional skills needed succeed as global citizens digitized society. Premised on framework, mixed-method approach using data from questionnaires distributed all SoE interviews five different clusters analysed explore self-assessed understand how prepare future 4IR classrooms. The findings suggest that may possess relevant TPACK, but educational practices not have sufficiently equipped competence thrive outcome research provides valuable insights into academics' especially those teacher education, regarding pedagogical pursuit, quest produce fit classroom, scholarship digital transformation general.