The COVID-19 pandemic has highlighted that schools and universities were operating as if there had not been any technological revolution before the pandemic. Their approach to education has not changed for the past 100 years, despite the dramatic changes in the world culminating in the Fourth Industrial Revolution. In the South African context, despite poor international comparative results in Mathematics, Science and Literacy, there is no sustained effort to use available technology to improve education outcomes. Using Trends in International Mathematics and Science Study (TIMMS) and the Progress in International Reading Literacy Study initiatives, this study revealed the fault lines of Education 4.0 in South Africa. More than 76% of students achieved below the low international benchmark as measured by TIMMS in Maths and Science. On average, South African students are 180 points below the international literacy centre-point of 500. Socio-economic and other factors play a critical role in student performance. Unless there is a transformation in Education 4.0, South Africa will continue to lag behind other countries and Industry 4.0 will be devastating as the country fails to adequately train people for the future. It is recommended that South Africa explores making technology a key piece of pedagogical interventions to improve education outcomes.