Abstract
The study aimed to critically investigate the opportunities and challenges of introducing blended learning in the education sector in South Africa after the COVID-19 disturbances. Using unobtrusive research techniques like the conceptual and documentary analysis the study discovered that the COVID-19 helped the education sector to embrace the various 4IR technological tools that are beneficial in facilitating teaching and learning. Also, the study found out that post-COVID-19 pandemic the opportunities for introducing blended learning are expanding access and being cost-effective and efficient. On the other hand, the study discovered that blended learning can suffer from various obstacles in South Africa which include the following, high levels of inequality, massive digital divide, resource constraints and skills shortages. Therefore, the study recommends that blended learning present some opportunity to embrace the 4IR in the education sector in South Africa which can help the sector not to lag the developments of the 4IR. However, it is important to ensure that there is a level playing field by dealing with challenges related to inequality, skills deficit and massive digital divide that is to bridge the gap between the haves and have-nots. This means that policies that are geared towards addressing the digital divide, skills shortages among educators need to be prioritised if blended learning is to be effective.