The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers' intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs -- such as perceived ease of use, perceived usefulness, and attitude -- do have an impact. Therefore, teachers' willingness to adopt online platforms could facilitate education stakeholders' efforts in training and adapting curricula for online teaching and learning activities.