Digital Competencies among Teachers: The Case of South Africa

This chapter examines the digital competencies of South African teachers within the context of the Fourth Industrial Revolution (4IR) and the emerging Fifth Industrial Revolution (5IR). Digital technologies—including AI, AR/VR, and mobile devices—are transforming pedagogy, requiring educators to shift from traditional methods to technology-enhanced, learner-centred practices. To provide a comprehensive picture of teachers’ digital competence development, the study offers three perspectives that highlight how teachers often demonstrate basic digital skills but struggle with advanced pedagogical applications, ethical considerations, and confidence in digital teaching. The first perspective is based on Fawn’s entangled pedagogy. The second considers the role of leadership and management at the school level, drawing on Fullan’s conceptualisation. The third perspective examines teachers’ digital competencies within a single school. The case study shows varying levels of competence. The findings underline that digital competence is not solely technical but is also pedagogical and ethical, and is closely linked to social and infrastructural factors. To address digital inequalities and prepare young people for the digital economy, systemic interventions are essential, including targeted investments, mentoring, communities of practice, and school cultures that foster innovation. Ultimately, empowering teachers through collaboration and context-sensitive frameworks is critical for sustainable educational transformation in South Africa.