Abstract
Since the transition to democracy, South Africa’s education system has served as foundation for social and economic development for the historically disadvantaged. However, the country continues to experience deep inequalities in access to quality education, raising questions about the effectiveness of its constitutional framework. This dissertation explores the role of the Fourth Industrial Revolution (4IR) in advancing the right to basic education in South Africa, drawing on the perspective of human rights and dignity. While 4IR technologies have potential to advance education, they also pose significant risks and challenges. This dissertation argues that several barriers hinder the realization of 4IR’s potential in education, including inadequate infrastructure, lack of digital literacy, and unequal access to technology. The human rights implications of 4IR in education, highlighting concerns around privacy and data protection are discussed. To address these challenges, the dissertation offers recommendations for important stakeholders to ensure that 4IR supports human rights in education and promotes inclusive and equitable access to quality education for all.