In the 1980s and 1990s, sociologists discussed artificial intelligence (AI), typically referring to a collection of scientific data that aimed to teach computers to perform tasks previously performed by humans. As chatbots continue to develop, concerns regarding the application of artificial intelligence (AI) chatbots in educational environments continue to arise, especially for learning purposes for online classes. The field of education plays an important role in the progress of a nation toward civilization. In the field of education, AI integration is one of the well-established elements that can improve students’ skills. Currently, AI is becoming a popular fad as a means of building an engaging classroom atmosphere for students. When AI is used as a learning resource, media and technology, students become highly engaged and interested in the subject. Only a few studies have looked at how AI relates to twenty-first century capabilities, especially at universities in Indonesia, but many studies have looked at the 4Cs: Critical thinking, creativity, communication, and collaboration. The purpose of this research is to find out pre-service teachers’ opinions about how AI Cici Chatbot affects 4C skills. A total of 11 pre-service teachers were involved in using AI and filling out a survey that measured 20 variables using a 5-point Likert scale; those who meet the criteria are then interviewed in a structured interview format. Several parts of the 4C skills, especially communication and collaboration thinking, show that teaching mode is effective in improving all 4C skills. Targeted techniques and practices can also improve the 4Cs of skills—critical thinking, creative thinking, communication, and collaboration and this rarely happens in professional teacher education classes in Indonesia. The high task success rate shows the suitability of sociocultural task design and operational goals in terms of successful understanding and completion of chatbot tasks given by users. Participants’ responses to the survey not only support the positive potential of chatbots in the professional teacher education environment but also reveal limitations that must be resolved. Future suggestions for advancing and implementing AI chatbots in teacher professional education classrooms are discussed. Additional research should investigate the feasibility of AI in education by investigating the use of real-world learning materials in assessments and other forms of educational media.