Abstract
The Fourth Industrial Revolution (4IR) has transformed higher education by redefining how knowledge is created, accessed, and disseminated. In South African universities, this transformation transpires within structural inequalities that constrain students' engagement with digital platforms and academic networks, limiting their ability to prepare for the evolving economy. The study examined the intersection of digital culture and social capital networks in South African universities, exploring their combined potential to develop the competencies necessary for the 4IR. Grounded in social capital theory and in constructivist and experimental digital learning frameworks, this qualitative study examined how digital networks shape access to knowledge, skills development, and innovation within higher education. The conceptual study employed a critical interpretive synthesis of policy documents, literature, institutional practices, and theoretical models to understand 4IR readiness in South Africa. The synthesis revealed that universities play an important role in promoting digital inclusion, strengthening connections between industry and academia, and equipping graduates with the skills needed for the 4IR. However, disparities in digital infrastructure and literacy, compounded by socioeconomic inequalities, hinder equitable participation, highlighting the need to improve digital infrastructure and social capital networks to bridge the skills gap. By integrating social capital theory into digital contexts and contextualising connectivism in Global South settings, the study contributes to ongoing debates on digital transformation in higher education, providing a foundation for future research and innovation in the 4IR.