Sustainability-aligned digital risks in South African higher education: a systematic review (2019–2025)

Abstract

This paper systematically reviews the intersection of digital transformation (DT) and sustainability within South African higher education institutions (SA HEIs) from 2019 to 2025. Drawing on global and local literature, the objective of the paper is to synthesise evidence on how SA HEIs navigate the dual imperatives of technological innovation and sustainable development. The paper sought to answer the What sustainable digital risks have emerged for SA HEIs, between 2019 and 2025? research question. Using the PRISMA approach and SPIDER framework, 40 peer-reviewed papers were analysed to identify emerging patterns, risks, and strategic gaps. The risks include deepening digital divides, infrastructural deficits, faculty capacity gaps, ethical concerns about data governance, and policy misalignment. These risks are interconnected: inadequate infrastructure hinders the development of digital literacy, with fragmented policies resulting in unsustainable investments and dependence on external suppliers. DT initiatives risk reinforcing educational stratification and undermining SDG 4 objectives, unless equity-driven strategies are embedded. This paper highlights the need for context-sensitive, equity-driven strategies that align digitalisation with long-term sustainability goals. The paper contributes to the discourse on inclusive and resilient higher education in developing contexts by offering insights for policy development, institutional planning, and future research.