In Education 5.0, teaching with Information & Communication Technologies (ICT) is more than substituting old technologies like the blackboard with interactive boards. The use of technology is more of an enabler to add value and increase effectiveness to improve learning. Nevertheless, most teachers are still lacking on the know-how of technology in teaching-learning situations. Therefore, this study investigated the development of Technological Pedagogical Content Knowledge for twenty-first century learning skills (TPACK21cls) in the planned, delivered and experienced curriculums of a teaching programme for the Teaching of English as a Second Language in an Institute of Teacher Education (ITE) in Malaysia. The intersection of the Technological Pedagogical Content Knowledge framework is complemented with the Substitute, Augmentation, Modification and Redefinition (SAMR) Model to gauge the stages of ICT tasks created for communication, collaboration, critical thinking and creativity. Qualitative data methods include document analysis, interviews and reflections while data analysis was based on data reduction into themes through coding processes. The findings revealed that TPACK21cls was missing while Content Knowledge and Pedagogical Content Knowledge were emphasised in the planned curriculum. As for the developed curriculum, TPACK21cls was not explicitly delivered. Meanwhile the experienced curriculum displayed the participants possessing TPACK for communication at substitution stage. Additional findings reported were on upgrading ICT infrastructures, up-skilling lecturers' knowledge on ICT and revising the pre-service curriculum. The findings have implications for the teaching and learning with ICT in schools and ITEs which would be able to review the curriculum of teacher education programs to address TPACK21cls capabilities.