The education landscape in Gambia is evolving to meet the demands of the 21st century, necessitating a review and development of curriculum frameworks that align with contemporary learning needs. The research employs a mixed-methods approach involving surveys, focus group discussions, and document analysis. Data from these sources are analysed using thematic content analysis to identify common themes across different stakeholders. Findings indicate that current curriculum frameworks in Gambia favour rote learning methods over critical thinking skills, which is crucial for fostering the innovative thinkers needed in a rapidly changing world. The comparative study reveals significant disparities between existing curricula and contemporary educational needs. Recommendations include integrating more hands-on activities and experiential learning into the curriculum to better prepare students for future challenges. Adopting an interdisciplinary approach, incorporating technology in teaching methods, and enhancing teacher professional development are recommended strategies to improve the curriculum frameworks in Gambia. curriculum development, educational policy, 21st century learning, Gambia