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This paper examines the narrative about gender influence in students' career choices and professions is something that needs to be reconsidered to remain relevant in the fourth industrial revolution (4IR) and a society that is always evolving. The 4IR has resulted in disruptive innovation globally, wherefore, the technological innovation that includes artificial intelligence (AI) and robotics. These disruptions, however, may be creative in that as some jobs are lost due to the development of artificial intelligence, new ones are created. Hence, a positive impact on key industries and sectors, like business, health, and education as the globe rapidly moves toward a more digital economy, many low- and middle-income countries face difficulties finding competent workers to fill crucial Information and Communication Technology (ICT) professions in growing markets. The fourth industrial revolution, which involves more than just technological transformation, is drawing attention around the globe. This shortfall is made worse by the underrepresentation of women in ICT-related fields. The demand for ICT professionals/ workers and the supply of job seekers with the necessary technical skills threaten the ability of the country (South Africa) to take part in a powerful driver of growth in the fourth industrial revolution. This paper is a systematic literature review supported by the theory of social cognitive career theory (SCCT) and expectancy-value theory (EVT). The findings revealed that gender disparity, inadequate career guidance, and educational career ambition play an enormous role amongst male and female students when choosing ICT as a career choice.

In recent years, there has been a drive to recruit more women into science, technology, engineering, and mathematics (STEM) careers. However, a perceived lack of interest by girl learners in STEM subjects and careers presents a challenge. Therefore, the purpose of this study was to investigate the reasons that encourage high school girls to choose STEM subjects and careers. A qualitative design that adopted the case study approach using the interpretivist paradigm was chosen for this study. The data were collected using a focus group with a novel sample of girls taking technical subjects at a technical high school in a rural area. The study identified four facilitating factors that steer girl learners towards choosing STEM subjects and STEM-related careers. These factors were primary school experience, parental influence, prosperity through employment and entrepreneurial opportunities, breaking stereotypes, and being a role model. The insights gained from this study could be beneficial to the government, businesses, social activists, schools, teachers, and other relevant stakeholders in encouraging girl learners to choose STEM-related and related careers.