Abstract
The process of changing how work is organized in response to the advent of cutting-edge digital technology and business models is referred to as "digital transformation." Digital transformation includes aligning digital technology, organizational elements, and human aspects rather than only implementing a technological solution. Major technology advancements and a reliance on digital platforms for business have defined the 21st century. This study examines the effects of digitization on South African secondary school education, particularly considering the country's high inequality and exclusion rates, as well as its poor funding, lack of adequate staffing, lack of adequate skills, and lack of a clear comprehensive national strategy from the Department of Basic Education. The study maps the challenges faced by South African secondary schools regarding digital transformation and how inequality affects the implementation of curriculum that is relevant to the 4IR ERA. The paper relied on desktop research which comprises the review of the relevant literature and policy documents pertaining to the implementation of curriculum that is relevant to the 4IR Era. The study provides insight into the extent of digital transformation inequalities in South African secondary schools and their impact on the implementation of 4IR era relevant curriculum. The key challenges identified include, limited infrastructure, lack of teacher training, and disparities in digital skills. The study concludes that these challenges require concerted efforts from policymakers, educators, and other stakeholders to bridge the gap and ensure equitable access to digital resources and opportunities for all students, especially those in the rural areas.