This article examines Terrorism Prevention through Education: Curricula, Teachers, and Measurement: An Empirical Investigation with a focused emphasis on Algeria within the field of Computer Science. It is structured as a systematic literature review that organises the problem, the strongest verified scholarship, and the main analytical implications in a concise publication-ready format. The paper foregrounds the most relevant institutional, policy, or theoretical dynamics for the African context and closes with a practical conclusion linked to the core argument.