This study focused on determining the level of education 4.0 implementation and its relationship to the students’ learning and involvement in Information Communication Technology. It specifically determined the level of implementation of Education 4.0, the level of students' learning and involvement in Information and Communication Technology, and the significant relationship between implementing Education 4.0 on student learning and student involvement in Information and Communication Technology. It utilized the descriptive-correlational research design to identify the relationship between variables. It involved 120 respondents representing the students taking Information and Communication Technology at the Lumban-Kalayaan Sub-Office. A self-made questionnaire validated by the expert was used. The following were the study's findings: The students successfully implemented Education 4.0 in their subject in Information and Communication Technology; there was a high extent of student learning and involvement in Information and Communication Technology. It was evident from the results that Education 4.0 had a significant relationship to students’ learning in ICT, particularly communication, while cloud-based activities showed a significant relationship to all students' learning in ICT. Moreover, adaptative assessment showed a significant relationship with the students’ involvement in ICT, particularly instructor-student interaction and personalized learning path; while inclusivity and ethical awareness showed a significant relationship with peer collaboration. The implementation of Education 4.0 was observed to have a relationship in shaping students’ communication skills and idea organization. Nevertheless, only the cloud-based activities showed a relationship in students’ development of competencies in computer technicality, cyberspace navigation, idea organization, and information analysis. This signified an acceptance of the null hypothesis. Moreover, ethical awareness and inclusivity showed a significant relationship with students’ involvement in peer collaboration, signifying acceptance of the null hypothesis. The adaptive assessment did not significantly affect students’ involvement in ICT, which was based on consideration of students’ availability affecting the frequency of usage and interaction. From the conclusion, it is recommended that teachers strengthen the implementation of Education 4.0 in lesson delivery to address students’ needs and learning styles through technology utilization. Teachers may provide a cloud-based and adaptive assessment strategy to implement Education 4.0 while evaluating students’ competencies to increase mastery. The school may use paperless instruction through implementing Education 4.0 in the teaching-learning process to address student difficulty through constant feedback that may lead to mastery of competencies. Future researchers are advised to study the students' initiative to use ICT resources for independent learning and competency practice.