The study examined the perception of Colleges of Education lecturers regarding educational changes associated with the Fourth Industrial Revolution (4IR) in Kwara State, Nigeria. The study adopted a descriptive survey research design. The population comprised lecturers from four Colleges of Education, consisting of two public and two private institutions. A sample of 110 lecturers was selected using multistage sampling procedure involving purposive, proportionate, and simple random sampling techniques. Data were collected using a researcher-designed questionnaire titled Fourth Industrial Revolution and Educational Change Questionnaire (4IRECQ). The instrument was validated by experts in Educational Technology and Measurement and Evaluation, while a Cronbach Alpha reliability coefficient of 0.84 was obtained. Mean and standard deviation were used to answer the research questions, while t-test and Analysis of Variance (ANOVA) were used to test differences based on selected demographic variables at 0.05 level of significance. The findings revealed that lecturers possessed positive perceptions regarding educational changes associated with the 4IR and acknowledged the relevance of digital technologies in teacher education. The study further revealed moderate technological readiness among lecturers, although inadequate infrastructure, poor internet connectivity, unstable electricity supply, and limited professional development opportunities remained major challenges. The study concluded that effective implementation of 4IR-driven education in Colleges of Education requires improved institutional support, digital infrastructure, and continuous staff development.