This study examines the experiences of university-level English as a Second Language (ESL) teachers in relation to the integration of Information and Communication Technology (ICT)-based 4Cs (communication, collaboration, critical thinking, and creativity) skills in English language teaching and learning. The research aims to explore the impact of 4Cs skills on the teaching and learning process, particularly in the context of ESL education. Through a phenomenological study approach, data have been collected through semi-structured interviews with the five ESL teachers of a public sector university's education department. The recorded semi-structured interviews were transcribed into verbatim form and analysed thematically to gain insights into the ESL teachers' experiences and perceptions regarding ICT-based 4Cs skills. The phenomenological approach offered a rich and nuanced understanding of the five ESL teachers' experiences by exploring the subjective meanings they attribute to their lived experiences. The findings provided valuable insights into the experiences of ESL teachers and emphasize the significance of ICT-based 4Cs skills in the twenty-first century. The results highlight the effectiveness of various teaching techniques in implementing these skills but also identify challenges faced by ESL teachers when teaching ESL learners. Overall, this research underscores the importance of integrating ICT-based 4Cs skills in ESL instruction and contributes to the understanding of their implementation in the field of education.