The Fourth Industrial Revolution (4IR) demands a fundamental shift in educational institutions, aligning with Sustainable Development Goal 4’s call for inclusive, equitable quality education and lifelong learning. This study examines how digital skills are integrated into South African urban planning education in response to evolving professional demands. Using qualitative content analysis and a four-step review, the study assesses the alignment between taught digital competencies and industry expectations shaped by 4IR. Findings reveal an increasing demand for proficiency in digital technologies and analytical tools for data-driven decision-making and innovative urban problem-solving. However, gaps remain in curriculum integration, access, and preparedness. A conceptual framework is proposed, encouraging capacity building, leadership development, module-curriculum alignment with industry, and ongoing upskilling/reskilling. This framework supports a more responsive planning education system that prepares students and professionals for roles shaped by digitisation, automation, and the complex realities of urban transformation in South Africa.
Mndzebele et al. (Thu,) studied this question.