Digital borders, algorithmic governance and civic digital literacy: examining the educational implications of AI-driven immigration management in post-apartheid South Africa

Introduction South Africa is moving towards AI-based digital border management, including biometric screening, drone-supported aerial surveillance and the Electronic Travel Authorisation (ETA) system. This paper explores the educational consequences of that shift, with a special focus on the civic digital literacy that algorithmic immigration governance requires of citizens, policymakers and educators. Methods The study takes a qualitative, interpretive approach, drawing on critical digital pedagogy, algorithmic accountability theory and postcolonial education studies. It synthesises peer-reviewed scholarly works, policy documents and grey literature on the Border Management Authority's use of biometric surveillance, drone technology and the ETA system. A corpus of 53 sources was screened through an adapted PRISMA-style procedure and analysed through a three-phase thematic synthesis that produced five descriptive and three analytical themes. Results AI-based border governance exposes a pressing and largely ignored digital literacy gap. The communities most affected by algorithmic immigration decisions are those without the conceptual tools to engage with, debate or take part in the governance of the AI systems that regulate their lives and rights. Standard digital literacy programmes are not sufficient to equip learners with the knowledge to participate in the governance of algorithmically driven systems. Discussion Geography and social sciences education has a special role in equipping learners with the skills needed for critical AI citizenship. The study proposes that algorithmic governance be incorporated into the school curriculum, that community-facing digital civic education programmes be developed, and that participatory AI accountability structures be established in border management. The study advances digital learning innovation by theorising civic AI literacy as a new educational priority in the Global South and by showing that algorithmic governance necessitates a fundamental redefinition of digital citizenship education.