Abstract: As we go further into the fourth Industrial Revolution (4IR), the education is also changing from pedagogy into heutagogy. It is not only being trend or fad but compulsory. In pedagogy, the focus of learning is on the curriculum with planned sequences according to the logic of subject matters. By contrast, in heutagogy, students are more self-directed to manage their own learning supporting with technology. The role of teacher is shifting from director into facilitator. The use of language is also moving from local to global language, English. As English teachers in higher education, we are now not only teaching the language itself, but also integrate it into across curriculum, technology, and train the students’ soft skills.  We have to be ready to face and adapt to the 4IR challenges. Some challenges are preparing the students with the skills required for the 4IR, and integrating the skills and language with technology. In the 4IR, there will be high possibilities that students will involve with robots, artificial intelligence, internet of things (IoT), and cyber networking. In order to prepare them, students have to possess the most required skills in 4IR, namely communication, creativity, critical thinking, and collaboration, by so-called the 4Cs’ skills. This paper presents the empirical practice ideas on how to integrate the 4C’s skills into EFL teaching and learning which educators could apply to nurture student readiness for 4IR.

Keywords: 4C’s skills, EFL teaching and learning, the fourth Industrial Revolution challenges