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<b>The names that appear on the spreadsheet are not the real names of the participants; I used pseudonyms from the onset.</b>The fourth industrial revolution has introduced significant technological disruptions to the apparel industry, challenging the dominance of traditional design and production methods. This study explores how digital technologies can be integrated into fashion product development education to better align with current industry practices. Historically, Universities of Technologies (UoTs) in South Africa have emphasised conventional approaches and physical artefacts in their fashion design programmes. However, the rapid adoption of digital tools in the apparel sector raises questions about the relevance of existing teaching methods. Guided by posthumanism and actor-network theories, this research employs a qualitative methodology to explore the relationship between design technologies and product development, as well as the impact of technological change on the teaching and learning. A systems-analytic approach and benchmarking at two UoTs provide insights into how curricula can evolve to bridge the digital-physical divide. The study acknowledges the enduring value of traditional methods as foundational to digital systems, while highlighting the need for innovative pedagogical frameworks that integrate both practices. Findings indicate opportunities to enhance student preparedness for the dynamic fashion industry by fostering adaptability, technological fluency, and critical engagement with merging tools. Ultimately, the research contributes to ongoing debates on transforming fashion education by proposing a conceptual framework to support curriculum development, policy and practice. It underscores the necessity for the co-existence of conventional production methods and digital technologies, ensuring that graduates are equipped to succeed in a rapidly evolving global apparel landscape.