The Independent Journal of Teaching and Learning

Vast leaps in technological advancements have placed us firmly in the middle of the 4th Industrial Revolution (4IR) with elements of the 5th (5IR)  already in play. The 4IR may be characterised by the integration of digital technologies with physical systems, creating cyber-physical systems, such as the Internet of Things (IoT), big data and analytics, Artificial Intelligence (AI) with automation in manufacturing processes and chatbots in call centres. The 5IR builds on the 4IR through inter alia collaboration between humans and machines (cobots), agentic AIs, creation of personalised products and services and the integration of technologies in areas such as human health. These have far implications for persons as they strive for personal growth and fulfilment. Education plays a particularly important role in achieving these, making the need for inclusive and innovative quality education provision more urgent than ever.  
The impact of technological advancements is already being felt in the labour market. For some, AI carries out dreary tasks, allowing space for creativity. For many others, job losses have resulted not only due to automation but also to companies pivoting to strategic alignment around AI technologies. (This was, for example, clearly stated by Satya Nadella, CEO of Microsoft, when 6000 employees were laid off in June 2025.1) As AI reshapes industries, a well-educated, agile workforce is essential to be able to adapt to new roles and innovate within emerging fields. Learners need to be prepared to enter an increasingly uncertain job market through not only equipping them with 21st century skills but also to adapt to rapid technological advancements and the ability to use and collaborate effectively with evolving technologies. 
Education needs to empower individuals to flourish not only in the technological environment but also in an uncertain geopolitical landscape and amid climate change. Through a dialogue of empowerment, learners need to reflect, question, and co-create meaning, irrespective of whether they are in basic, further, or higher education. A quality education that promotes 21st century skills, continuous learning and inclusivity, would prepare individuals to contribute to a sustainable and resilient future. For this to be achieved there needs to be a different approach to education, one that embraces innovative pedagogy whilst also leveraging digital tools.  
Sadly, the educational disparities between the Global North and the Global South persist and if anything, are widening.2  This is especially true in South Africa where despite the promise of transformation following the 1994 democratic elections, the gap between the poor rural black child and those living in wealthy urban areas remain. Special attention needs to be given to South Africa's infrastructure and education system, which is marked by inequitable resources across race, class, gender, urban/rural, and rich/poor digital divides. Without urgent intervention, the technological gap will continue to widen, leaving poor rural African children increasingly marginalized as technology races ahead and catch up becomes impossible.  
Quality inclusive education provision is a moral responsibility for governments, policy makers and education providers. This responsibility is rooted in the inherent dignity and worth of every learner as emphasised in UNESCO’s Sustainable Development Goal 4 (SDG 4); ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.3 Every individual having access to quality education not only promotes equality but also fosters a more stable and equitable society. Previous editorials in the IJTL have underscored the importance in achieving these goals. Through an inclusive and equitable quality education and the promotion of lifelong learning opportunities, persons are empowered to reach their potential and to contribute to a more stable, resilient, and equitable society.  
The articles in this 20(2) edition of the IJTL encompass the above; they demonstrate the commitment of teachers to deliver a positive learning experience in diverse circumstances and with different challenges. The papers explore innovative pedagogical approaches and the integration of digital technology to support inclusivity, student success and support the attainment of critical 21st century skills.  
The first explores the role of AI-driven technologies in fostering inclusive learning environments for students with disabilities in South African Technical and Vocational Education and Training (TVET) colleges. The study highlights the potential of AI to enhance inclusivity while addressing challenges such as the digital divide and limited digital skills among teachers. The following four articles also examine the use of technology in pedagogy and identify consistent challenges that need to be addressed. The first two in this cluster explore and highlight the importance of leveraging technology to develop 21st century skills in students. The third article investigates how primary school teachers use ICT in their teaching practices. It finds that both uneven resources and teachers skills sets in the use of technology vary, which impacts the quality of learning. The following article examines the challenges and strategies in teaching complex scientific concepts in Grade 10 Life Sciences classrooms, finding that workshops need to be provided for teachers on innovative topic-specific pedagogy including the use of technology. 
The next two articles explore pedagogy to support learning. The first examines the relationship between Hybrid Problem-Based Learning (hPBL) and Self-Directed Learning (SDL), finding that hPBL has a positive impact on SDL abilities. In the second, the authors, explore the reasons for high student success in some Humanities modules. They find that selecting teaching methods appropriate for the module as well as using student-centred practices have a positive impact on academic performance and student success. 
The subsequent article pivots to the mindset of high-performing students through an examination of the relationship between student agency and motivation. Through a qualitative study and using Self-determination theory, the findings reveal that both intrinsic and extrinsic motivations play significant roles in their success.  
The article in Practitioners Corner addresses a growing concern among creatives that hyper-realistic digital renders can lack context and visual narrative due to technological determinism. In this article, the authors are concerned with interior design. Using action research, they propose the post-digital paradigm as an alternative, emphasizing affective digital-making practices and student agency.