Artificial Intelligence and Industrial Revolution 4.0: Their Impact on 21st-Century Pedagogy among Pre-Service History Education Teachers

Abstract

This study was conducted to examine the impact of Artificial Intelligence (AI) and Industrial Revolution 4.0 (IR 4.0) on 21st-century pedagogy among pre-service History subject teachers. AI and IR 4.0 are two elements that are highly emphasised in the teaching and learning process in schools, particularly in enhancing digital transformation and innovative pedagogical practices. However, the findings indicate that pre-service History teachers' mastery of these elements remains at a foundational level, reflecting limited exposure to the functional and pedagogical applications of AI and IR 4.0 technologies in teaching and learning practices. This study used the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and 21st Century Skills Framework as the main theoretical foundations of the study. This study employed a quantitative approach and a non-experimental design by collecting data using questionnaires. A total of 71 samples were selected using simple random sampling techniques. The data were analysed using descriptive analysis and inferential statistics using the Statistical Package for the Social Sciences software. The results of the study show that the level of AI (M = 4.393, SD = 0.287), IR 4.0 (M = 4.450. SD = 0.233), and 21st-century pedagogy (M = 4.497, SD = 0.249) among pre-service History teachers is at a high level. AI ( = 0.195, t = 1.762, p > 0.083) does not act as a significant predictor of 21st-century pedagogy, while IR 4.0 ( = 0.359, t = 3.254, p < 0.002) is a significant predictor. The study highlights the need to strengthen teacher education programmes by enhancing structured exposure to AI and IR4.0 applications in pedagogy. These efforts are essential to support sustainable educational transformation and to ensure more effective, innovative, and future ready teaching and learning environments.