The DBE participated in a webinar on the impact of the Fourth Industrial Revolution (4IR) on the Education Sector on 5 May 2025. Mr Henry Kavuma, DBE’s Chief Education Specialist at Curriculum Innovation and E-Learning participated in the webinar which was followed by a panel discussion facilitated by Dr Esethu Stofile, Chief Education Specialist from the Eastern Cape Province. Participants included Dr Nkosinathi Sishi, Director-General from the Department of Higher Education; Mr Ashric Don, Deputy Chief Education Specialist for Coding and Robotics (Grades 4 – 9) at the Western Cape Education Department (WCED); Dr Belinda Matebese, from the Council for Scientific and Industrial Research (CSIR) Learning Factory Laboratory in Pretoria; and Ms Gabi Immelman from Mindjoy.

South Africa has the required tools and skill-set to change the education system; however, infrastructure is a constraint and financial backing is required to fully activate 4IR and 5IR into the classroom. Exposure from the Foundation Phase (FP) is necessary for sustainable systemic change to ensure the skilling of the modern learner with critical thinking and problem-solving skills. “The Coding and Robotics curriculum was therefore gazetted as a subject in June 2024 for acceleration from pilot in 2025 to scale for implementation in the FP in 2026. The subject will then be gradually implemented across the General Education and Training (GET) Phase from 2027 to 2032. By strategically leveraging digital technologies, we can reimagine basic education to be both resilient and flexible, empowering teachers and learners with the skills and competencies for a digital world,” Mr Kavuma said.

He added that, “a national policy to transform teaching and learning through ICTs is available in the form of the White Paper on Education (2004); however, it has not been fully implemented and no longer adequately addresses emerging trends and developments in digital education. To keep pace with the rapidly changing digital landscape, the DBE has developed a draft Digital Education Transformation Strategy. This strategy aims to provide a coherent and comprehensive framework for harnessing the potential of technology to improve the quality and equity of basic education in South Africa”. The Strategy includes a dedicated chapter focused on prioritizing underserved schools, such as rural schools, schools for learners with disabilities, small or non-viable schools, and schools located in informal settlements to address their contextual challenges and bridge the digital divide. Community Resource Models, including STEAM Hubs and Centres of Excellence, are currently offering learners exposure to digital technologies. The acquisition of digital skills aligns with the Three Stream Model, which seeks to diversify learning pathways (academic, occupational, and vocational) to broaden career opportunities and help curb unemployment.

The DBE has developed E-Safety Guidelines for South African Schools, which form a critical component of the national effort to ensure safe, ethical and responsible use of digital technologies in education. To support this initiative, Online Safety Integrated Programme Workshops are being conducted across provinces to promote a holistic approach to implementing e-education and digital learning in schools. These workshops not only address technical aspects of digital learning, but also emphasize digital ethics, online safety and responsible behaviour as key elements outlined in the DBE guidelines.

In this evolving digital landscape, Artificial Intelligence (AI) literacy has become essential for learners, teachers and parents alike, enabling them to navigate AI tools safely and responsibly. Equipping South African youth with these competencies empowers them to leverage technology meaningfully and ethically, contributing positively to society and developing a sense of agency and self-direction. Moreover, achieving inclusive and sustainable digital education requires strong partnerships, ranging from policy development and funding to implementation and monitoring. Ongoing research initiatives are also vital to ensure that the diverse needs of all South African learners are reflected in digital education strategies and practices. The webinar is part of a series of webinars and roundtable discussions hosted by the Parliamentary Research Unit (PRU), supported by the CSIR, an entity of the Department of Science, Technology and Innovation, focused on understanding the impact of 4IR technologies and their transformative potential across society.