In this study, a survey has been conducted to find out college of education students’ perception of the 4th industrial revolution. Forty-four students majoring in social studies education and 33 in computer education participated in this survey. Results are as follows: First, college of education students regarded the 4th industrial revolution as ICT. Responses from social studies education majors encompassed a wider range of issues including the social impact of the 4th industrial revolution, its background and the response to it than those from computer education majors. Second, students suggested ‘information literacy’ and ‘fluency’ are required as competencies for the 4th industrial revolution. Social studies majoring students think more value/attitude as competencies for the prospective teacher than computer education majoring students. Third, students evaluated themselves as lacking the responses to the 4th industrial revolution. In fact, social studies majoring students think themselves as less prepared than their peers. Fourth, they did not think that education in the college is helpful for their preparation for the 4th industrial revolution. Computer education majoring students were more positive than social studies majoring students and social studies majoring students were more critical than their peers. Most students paid little attention to the active role of education, nor did they bring about a critical view of the 4th industrial revolution frame itself. These results suggest that the construction, curriculum, pedagogy of college of education should be changed.