The fourth industrial revolution has significantly transformed global dynamics, impacting education and necessitating the integration of digital skills. In the context of Education 4.0, which emphasizes personalized, technology-driven learning experiences, the widespread availability of Information Communication Technologies (ICT) has revolutionized educational practices, particularly in English Language Teaching (ELT) at Higher Education Institutes (HEIs). This qualitative study explores the integration of ICTs such as Online Dictionaries, Language Learning Apps, Educational Websites, Digital Games, and Interactive teaching & learning tools within ELT in Pakistani HEIs. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the research involved semi-structured interviews with 5 English Language Teachers (ELTs), focus group discussions with 100 students, and classroom observations across 10 sessions. Thematic analysis revealed significant improvements in student motivation, technical proficiency, critical thinking, and readiness for employability. However, limited resource access, poor internet connectivity, and lack of teacher training hindered full ICT integration. The findings demonstrate that ICT use fosters student-centered learning environments, enhances digital collaboration, and aligns with SDG 4: Quality Education and SDG 8: Decent Work and Economic Growth. This study provides practical recommendations for overcoming challenges and optimizing ICT use in ELT.

Keywords: Information communication technologies, digital literacy, employability, entrepreneurship, higher education, English language teaching, TPACK, SDGs.