This study explores the social prospects of Industry 4.0 technologies in sustainable inclusive construction education. A quantitative research design was employed, and a structured questionnaire was administered to 85 registered professionals in the construction education and regulation. Principal Component Analysis (PCA) was used to identify the key components that account for the most variance in the dataset. The results showed that two components explain 65.15% of the total variance, with "The implementation of Industry 4.0 Technologies" being the most significant social prospect factor. This suggests that implementing Industry 4.0 technologies plays a crucial role in transforming social aspects of construction education sustainability. The study's findings emphasize the need for institutions to focus on digital transformation strategies, automation, and accessbility to learning resources to achieve social sustainability in inclusive construction education. The research contributes to the existing body of knowledge on Industry 4.0 and sustainable inclusive construction education, providing insights for practitioners, policymakers, and researchers.