The rapid advancement of digital technologies has given rise to Education 4.0, a paradigm shift that seeks to redefine teaching and learning by integrating artificial intelligence (AI), virtual and augmented reality, big data and adaptive learning systems. While much attention has been given to how these developments impact classroom teachers, there is a pressing need to examine the preparedness of teacher educators—those responsible for training the next generation of teachers—to enact and model these changes. This research investigates the extent to which teacher trainers within the United Kingdom’s Lifelong Learning Sector (LLS) are equipped to model the principles of Education 4.0 in their classrooms. Given the sector’s diverse learner demographics and evolving pedagogical expectations, it is critical that teacher educators not only understand, but actively engage with, emerging digital technologies to enhance their practice and those of their trainees. Our study explores the challenges and opportunities faced by teacher trainers as they strive to embed Education 4.0 methodologies into the initial teacher education (ITE) curriculum. Initial findings indicate that, while some teacher educators have embraced digital tools, others face significant barriers, including lack of adequate training and institutional constraints. The research raises concerns about whether current teacher training frameworks adequately prepare educators for digital transformation. In response, we propose targeted recommendations for enhancing the digital readiness of teacher trainers. These include initial and continuing professional development focused on digital pedagogy and developing collaborative networks to share best practice. Additionally, we advocate strategic investment in technological infrastructure to support the digital element of teacher preparation programmes.

Keywords: Education 4.0, digital technologies, teacher education, Lifelong Learning Sector (LLS).