GLOBALISATION AND CURRICULUM TRANSFORMATION IN SOUTH AFRICA: ALIGNING NATIONAL FRAMEWORKS WITH SUSTAINABLE DEVELOPMENT GOALS AND DIGITAL COMPETENCIES

Abstract

Globalisation exerts significant pressure on national education systems, compelling them to adopt transnational goals and practices to secure legitimacy within the international community. This paper examines how South Africa navigates this dynamic, analysing the integration of global mandates specifically the Sustainable Development Goals (SDGs) and digital competencies into its national
curriculum and teacher training programmes. Drawing on World Culture Theory and Comparative Curriculum Analysis, the study employs a qualitative document analysis of South Africa's Curriculum and Assessment Policy Statements (CAPS) and initial teacher education syllabi from three research-intensive universities. The findings reveal a progressive formal alignment with global agendas, evidenced by the explicit inclusion of a digital literacy strand in CAPS and references to the Education 2030 framework. However, significant provincial disparities in resource allocation and uneven integration in teacher education highlight a decoupling between policy adoption and enactment. A comparative analysis with Brazil, India, and Malaysia situates South Africa in an intermediate position, balancing global norms with local constraints. The study concludes that without targeted strategies for equitable implementation and robust teacher preparation, the promise of a globally aligned, future-focused education system remains aspirational. Recommendations include the development of detailed implementation guidelines, investment in digital infrastructure, and mandating SDG-aligned practica in teacher training.