Exploring the key factors influencing the adoption of Education 4.0 in the Malaysian institute of teacher education (IPGM)

Purpose The Fourth Industrial Revolution has profoundly influenced the education sector, with Education 4.0 driving significant changes in teaching methodologies through the integration of advanced technologies. This study explores the critical factors influencing the adoption of Education 4.0 within the Malaysian Institute of Teacher Education (IPGM), emphasizing the preparedness of pre-service and in-service teachers. Design/methodology/approach This study employed a Delphi method involving two iterative rounds with 36 experts, including policymakers, educators and technology specialists. Experts were chosen based on their extensive experience and relevance to Malaysian education. Through thematic analysis and consensus building, this study identified and prioritized the key factors driving the integration of Education 4.0. Findings The findings highlight the pivotal role of strategic leadership, fostering a culture of innovation and ongoing professional development in supporting educators’ engagement with emerging technologies. This study also underscores the critical importance of equitable technology access, sustainable funding and collaborative efforts among stakeholders. Moreover, it emphasizes that well-designed, technology-enhanced lessons are essential for improving students’ engagement and learning outcomes. Originality/value This study’s originality lies in its focus on the Malaysian IPGM context, distinguishing it from prior research by addressing unique institutional challenges and opportunities. Identifying and prioritizing the factors influencing Education 4.0 adoption offers actionable insights and strategic recommendations to educational policymakers and institutions. These contributions enhance the broader discourse on integrating emerging technologies into education, particularly in teacher-training environments.