Introduction According to Sansa [1], COVID-19 is a new corona virus named Severe Respiratory Syndrome Coronavirus-2 (SARS-COV-2). Scientists have linked this virus to the disease called COVID-19, and the virus was first detected in the Chinese city of Wuhan in late 2019[1]. Prior to the impact of the COVID-19 pandemic, the world was facing a learning crisis, as evidenced by the high level of learning poverty [2] . The spread of COVID-19 has caused many disruptions to normal life, as more than 160 countries have temporarily closed schools. According to the World Bank[2] school closures have resulted in 1.6 billion children and youth being out of school. In South Africa, the government was forced to impose a nationwide lockdown, which meant that all schools, including universities, were closed. This concludes the learning process. Some community members are concerned that school closures will not only result in loss of education, but also loss of human capital and limited economic opportunities in the long term [3]. Governments around the world have implemented many mitigation measures, such as using distance learning to manage and respond to the crisis [2]. As a result, the World Bank and many countries are working hard to support the efforts of many educational institutions to provide distance learning opportunities during the lockdown. schools [2]. In addition, many organizations work with the World Bank to provide funding for Education. science. 2020, 10, 180; doi:10.3390/educsci10070180 www.mdpi.com/journal/educationEduc. science. 2020, 10, 180 2 of 11 Use a variety of information and communication tools for distance learning. These organizations include: ▪ mEducationAlliance; UNESCO; LearningKeepsGoingUS Alliance; Since COVID-19 is a new phenomenon, there are currently no studies investigating the launch and adoption of online learning platforms in the education sector during this pandemic. Therefore, the question that still needs to be answered is: “What impact will COVID-19 have on accelerating the digital revolution in education?” The structure of this article is as follows. Section 1 presents the background of 4IR and the tools that can be used in the education sector. The following is a brief introduction to the education sector in South Africa. Then continue with the literature review and information on COVID-19. Finally, a summary of methods, results, discussion, and policy recommendations are provided. 1.1. Davis [5] describes the fourth industrial revolution 4IR as “the emergence of cyber-physical systems that follow the new capabilities of humans and machines.” Thus, Davis [5] observes that although these capabilities depend on the technologies and structures of the Third Industrial Revolution, the 4IR represents a completely new way of integrating technology into society. normal to the human body [5,6]. In this sense, the definition of the Fourth Industrial Revolution refers to the blurring of boundaries between information technology and biotechnology. Given this blurring of boundaries, 4IR is defined as “a fusion of technologies that blur the boundaries between the physical, digital and biological worlds” [5,7]. 4IR affects almost all aspects of our daily life, affecting the relationship between individuals and technology, and changing the way and place of work [7-9]. This revolution continues the third industrial revolution, but combines technologies from the digital world, the physical world and the biological world [5]. Due to the changes brought about by the Fourth Industrial Revolution, the World Economic Forum (WEF) estimates that 65% of children entering primary school today will find a new job or a job that does not currently exist. [9] . In many cases, the Fourth Industrial Revolution is considered a threat to jobs and the way of working in general [5]. This is problematic [5]. Some believe that organizations are not ready for the Fourth Industrial Revolution. With the emergence of the COVID-19 pandemic, many organizations were forced to close completely or reconsider the use of 4IR equipment to continue their business. There are many technologies that support the 4IR project [10]. These technologies include artificial intelligence and robotics; all connected sensors; virtual and augmented reality technologies; make additions; blockchain and distributed ledger technology; neurotechnology and space technology [11,12]. The above is a collection of technologies driving the current Fourth Industrial Revolution. Um J-S [11] argues that another way to understand the Fourth Industrial Revolution is to understand the technologies that drive this change. These tools include, but are not limited to, the tools listed above. Um JS [11] lists the following technologies: artificial intelligence and robotics, ubiquitous connected sensors, virtual and augmented reality, augmented reality, blockchain and distributed ledger technology, advanced materials and nanomaterials, etc. 4IR is still in its infancy [13]. However, some organizations may not take it. Universities and public schools that did not have 4IR equipment had to close at the beginning of the COVID-19 lockdown because they were not prepared for that event. This is expected to become a common feature across the country due to infrastructure, broadband and data cost challenges. In South Africa, education. science. 2020, 10, 180 3 of 11 most government schools have been locked down, especially those in urban and rural areas of the country due to infrastructural challenges 4IR. 1.2 The education sector in South Africa The education sector in South Africa is managed by two national agencies, namely the Department of Basic Education (DBE), which is responsible for schools primary and secondary schools, and the Department of Higher Education and Training (DHET). , who is responsible for higher education and vocational training [14]. Prior to 2009, the two departments were merged into one, the Ministry of Education. The DBE Office is responsible