The aim of the research is to determine the requirements for empowering teachers to meet the requirements of the fourth industrial revolution, and to analyze the mechanisms for including those requirements into educational and educational processes, behaviors and practices. The research relied on analyzing the education literature and related previous research in identifying the features of the fourth industrial revolution and its implications for the university education system and colleges of education. Through an analysis of the most important new and renewable tasks and roles of faculty members in the Faculties of Education towards preparing and enabling graduates and teachers to deal with the requirements of the Fourth Industrial Revolution, Among the most important findings of the research is the emphasis on the importance of adopting a comprehensive and integrated strategy to re-engineer the programs and curricula of the Faculties of Education and methods of achieving education and learning for its graduates and teachers who benefit from their services, and directing the departments concerned with teachers to create progressive environments for teachers to enable them, improve their skills, and upgrade their expertise and abilities to deal meaningfully with the data of the Industrial Revolution. Fourth, On the other hand, the research emphasized the difficulty of teaching staff members in the university education system and colleges of education for their various roles, which require cooperative efforts based on coordination and knowledge sharing, in order to allow them to conduct a comprehensive and integrated renewal of the methods of performing those roles and re-engineering them, in order to deal with the requirements of knowledge In the future and benefiting from the achievements of the fourth industrial revolution. Among the most important findings emphasized by the research are the importance of anticipating the future of knowledge, teaching, learning and training skills, learning on the job and improving professionalism. Therefore, the university educational system and colleges of education are concerned with partnering with other parties to explore this new knowledge, and to enable students, graduates and teachers to develop their capabilities and improve their skills and experiences to achieve the possible benefit from the achievements of the Fourth Industrial Revolution. It facilitates positive interaction, facilitates knowledge and transcends the limits of time and space, and the integration of knowledge and deep analysis of information and knowledge provided by technology, enabling graduates and teachers to gain new jobs in the present and the future, and prepare to deal with the factors of rapid change in the nature of work and professions brought about by the Fourth Industrial Revolution. .