Introduction
Transformation is a change in various perspectives, such as form, nature, and appearance. For example, relevant events like getting married, going to university, and getting a driver’s license can cause a considerable transformation in the life of a person (Gouthro, 2018: 1012). The transformation process in education allows people to rethink their educational practices (Kalin, 2018: 79). Same as the usual concept of transformation, digital transformation in education refers to a set of profound and coordinated workforce, culture, and technological shifts (Filho et al., 2018: 294). They enable new educational and operating models and transform an institution’s operations and strategic directions in the context of broad social, technological, and demographic changes.
Transformation in South African Higher Education
Learning and transformation on matters which relate to sustainable development should be integrated. In this case, the participation and commitment of academics and faculty are required to foster change in education and learning for sustainability purposes (Pllana, 2019: 139). The transformation approaches enhance the emphasis on ensuring that the curriculum is based on creativity education and meeting children’s needs (Liu and Xianghua, 2019: 48). Development of creativity education in higher education institutes and businesses, as well as research on the topic, has always acknowledged the value of transformation.
The concept of transformation relies on an opportunity for rethinking and researching how successful and appropriate educational practices may be. Higher education transformation, especially in creativity education, lies on the assumption that the integration related to sustainable development is required for the engagement of students and the commitment of faculty (Henriksen et al., 2018: 417). Therefore, learning and transformation on issues related to sustainable development should have an integrative approach (Dere, 2019: 656). In addition, a transformative approach enhances the emphasis on curriculum sustainability (Kourmousi et al., 2018: 542). Colleges and universities should transform as models of environmental stewardship and social justice issues, which will also help to promote sustainability learning.
Transformation in colleges and universities in South Africa has been reflected in all aspects of educational institutions. In this case, some areas that have witnessed marked change include staffing equity, academic success, student environment, leadership, and management (Kian et al., 2020: 493). It is difficult to have transformation taking place in the educational sector in South Africa. The gaps between policy and implementation are vast, highlighted numerous times (Oloyede, 2009: 431). This is especially evident in education institutions, where the inconsistency of policy and government actions are mostly theoretical (Reddy, 2004). Promoting integration, inclusivity, and non-discrimination policies across various levels in colleges and universities is facing obstacles (Sorrentino, 2019: 560). In 2014, the commission on human rights convened a meeting to address a transformative agenda for education institutions in South Africa. Such a decision was made after numerous complaints regarding transformation in colleges and universities across the country (Nejat, 2019: 16). The commission also tried to investigate some factors that have stood in the way of transforming higher educational institutions (Dere, 2019: 655). Some of the findings and recommendations were documented to help with policy to enhance the running of such institutions. A transformative approach has also helped to address cases of racism in universities such as the University of Pretoria.
Racism is based on racist ideologies and convictions that influence cultures and behaviors that support the unfair treatment of various groups and individuals. The lack of popular acceptance that prejudice affects institutions and individuals is one of the obstacles to transformation (Weldon, 2010: 361). Focusing on the latter implies that if issues occur, they are the unavoidable outcome of evil individuals and that their existence does not call into question the institution’s infallibility (Santas, 2000: 355). One of the main factors explaining why racism can still thrive in educational institutions is the idea that the institution is fundamentally a tolerant, equal, and fair environment for everyone (Seekings, 2008: 17). It is not generally accepted that racism develops as a result of social and cultural processes within institutions as well as the individual intents of social actors.
Various assumptions usually guide a transformative agenda in educational institutions in South Africa, such as democracy and digital transformation in higher education. One of the assumptions is that most educational institutions fail to thrive because of a lack of democratic principles in the school system (Høgdal et al., 2019: 184). In this respect, transformation ensures such institutions are guided by creativity education, which can promote good governance, accountability, and transparency (Palmiero et al., 2019: 153). For example, the Konrad Foundation has promoted and advocated for democratic principles in the South African higher education system for many years now (Vale and Jacklin, 2009). In this case, the foundation has consistently organized various workshops to promote democratic principles in the country (Kian et al., 2020: 492). Similar concepts and directions are used in the digital transformation in the business environment, where creativity education accounts for inclusivity and eliminating racism in all forms.
Hidden Curriculum
A hidden curriculum refers to various lessons that are learned but not intended as part of the school teaching practice. Such a hidden curriculum may entail multiple beliefs, values, and norms in the social environment and classroom setup (Gordon, 1988: 467). Most learning experiences involve unintended lessons, particularly in primary and secondary schools (Kian et al., 2020: 492). The hidden curriculum also refers to various behaviors and norms not taught in the school system (Borges et al., 2017: 158). They are being taught inadvertently through social sources such as teachers. Overall culture and social stance of the educational institute or company are also vital in promoting ideas from the hidden curriculum.
A hidden curriculum and its premises involve creative education direction to promote a transformative agenda in schools. It also involves various messages regarding attitudes, behavioral norms, values, and knowledge that students encounter in their educational experiences (Erasmus, 2009: 51). The hidden curriculum has a considerable effect on children’s social skills and creativity, particularly in elementary schools (Kian et al., 2020: 495). Research studies have demonstrated that a hidden curriculum has a significant and positive relationship with the promotion of social skills and creativity involving the social climate in the school system (Kentli, 2009: 85). Such curriculum also correlates with different parts of the appropriate social skills, supremacy, aggression, and non-social behaviors (Borges et al., 2017: 158). It plays a leading role in transferring skills, attitudes, and values to students, particularly creativity and social skills. The hidden curriculum enables educators to give more attention to things that improve the educational lives of learners (Margolis, 2001: 157). Another focus of a hidden curriculum is manifested in digital learning, using inadvertent techniques to promote transformation agenda about many issues in various settings, for instance, in the business or advertising world.
Information communication, computer-mediated information, and computer technologies have become part of the school curriculum-making processes in educational matters. Such technologies are often used to improve learning and teaching practices (Dere, 2019: 656). Recently, various cross-disciplinary studies have begun to point to the works of standards, algorithms, and code in shaping and selecting the information, interaction modes, and knowledge available to students and teachers (Pllana, 2019: 137). There have been various concerns on how the selection of information takes place, is represented, and shaped by software in multiple ways that are not always common to those that use computer technologies. In this respect, digital transformation is part of education’s hidden curriculum.
A hidden curriculum promotes the organization of learners in the school system. It is useful in responsible management, socialization, practice, and learning in a business school. Many students in the school system do not think that education means only having a degree but also having a sense of accountability and personal satisfaction (Høgdal et al., 2019: 188). An educated person is also responsible for the community where they live. In a business school, learning does not only take place in the formal education system but is also complemented by operations in the existing organization of students, where the hidden curriculum is more notable (Zafarghandi, 2017: 128). A hidden curriculum enables students to deal with various issues such as sustainability, corporate social responsibility (CSR), and ethical concerns (Blasco, 2020: 467). Therefore, students can create their learning content in various parameters to meet the requirements that are not met by the formal curriculum.
Apple’s arguments about reproducing ideology through the curriculum are very candid. In this case, he offers an insightful experience describing various ways education works discriminately to exclude particular groups. These arguments entail the direction of creativity education and its transformative function (Apple, 1979: 85). According to Apple, schools control people, and they also assist in controlling or transforming meaning (Alqomoul and Alroud, 2017: 39). Schools and companies also promote cultural and creative legitimacy involving knowledge of particular groups of people (Blasco, 2020: 471). Culture and power need to be seen within the context of existing economic conditions in society, which is particularly important in business companies (Apple, 1979: 99). They should not be viewed as static entities with no link.
In my opinion, there is a linkage between control and cultural power on one hand and management and economic power on the other. The school system is a capture of other institutions such as cultural, economic, and political (JandriÄ and Loretto, 2020: 323). It is worth noting that schools exist because of the presence of other institutions that are more powerful. Such institutions are combined to generate various forms of cultural repercussions involving access to resources and power. The school system also strengthens and reproduces the inequalities (Sorrentino, 2019: 560). In this situation, transformation promoted by creativity education should become the focus of education policy. A hidden curriculum is vulnerable to change, which should be used to eliminate institutional racism and other prejudices. Using curricular, evaluative, and pedagogical activities in the daily life of classrooms promotes excellent performances and accountability principles.
Conclusion
In conclusion, digital transformation is very relevant to the education system and businesses since it promotes growth and development in the education sector. In the school system, there is a need to ensure that learning and transformation are integrated to ensure positive outcomes. In higher education in South Africa, the change has been a helpful breakthrough that has helped colleges and universities promote various issues such as accountability, integrity, and transparency. In addition, such transformation has also helped to tackle the issue of racial discrimination in schools. The hidden curriculum has good values, beliefs, and norms in the school system. It also encourages social skills development and creativity education.
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