With growing interest in revitalizing African languages, this article presents a pedagogical model for teaching African languages through digital platforms. By leveraging virtual classrooms, multimedia resources, and interactive language exercises, the model emphasizes accessibility and learner engagement. The study examines the specific tools in improving language acquisition, focusing on the phonological, morphological, and syntactic structures unique to African languages. This research underscores the importance of culturally relevant, technologically supported language instruction in preserving linguistic heritage and expanding educational access. This qualitative study is framed theoretically by Ubuntu translanguaging and inclusive pedagogy to investigate the importance of a pedagogic model for digitalization of African languages to enhance learning in higher education in multilingual South Africa. The study underscores that the use of digital platforms is a transformative agenda which ensures that South Africa meets the 2030 United Nations Sustainable Development Goal number 4, whose primary goal is to provide quality inclusive education buy integrating ICT in teaching African languages. Recommendations will be provided for practice and future research to find ways to diversify learning experiences by trying different digital platforms to teach African languages in one university in South Africa.

Keywords: African languages, digital platforms, language revitalization, virtual classrooms, language acquisition, linguistic heritage, technology in language education.