Since their emergence in 2009, the 21st-century skills of communication, collaboration, critical thinking, and creativity (also known as the 4Cs) have been recognized as essential in education. However, the COVID-19 pandemic that began in 2019 has further emphasized the importance of these skills, particularly in the context of teaching and learning English as a Second Language (ESL). In addition to the rapid advancements in information, communication, and technology (ICT), the 4Cs skills have become pivotal in shaping the modern educational landscape.This thesis research study aims to explore the experiences of university-level ESL teachers who have incorporated ICT-based 4Cs skills into their English language instruction. Through a phenomenological approach, five ESL teachers from a public sector university's education department were interviewed to gather data. These semi-structured interviews were transcribed verbatim and analysed thematically, providing rich phenomenological descriptions of the teachers' experiences and their use of ICT-based 4Cs skills in teaching.The findings of this study offer valuable insights into the experiences of ESL teachers.