Systematic Review of 21st Century Curriculum Development for the African Learner

An Algerian Case Study

Abstract

This systematic literature review addresses the critical challenge of aligning Algeria’s national curriculum with the exigencies of the 21st century to better serve the contemporary African learner. Despite global shifts towards skills like critical thinking, digital literacy, and problem-solving, many African educational systems, including Algeria's, remain tethered to outdated, rigid pedagogies and content. This study therefore interrogates the extent to which curriculum development in Algeria incorporates competencies essential for fostering innovation, cultural identity, and sustainable development within the African context. Adhering to the PRISMA guidelines, the review systematically analyzed peer-reviewed articles, government reports, and academic theses published between 2005 and 2024. Findings reveal a significant misalignment; while policy documents occasionally acknowledge the need for reform, the implemented curriculum is predominantly content-heavy, examination-oriented, and resistant to pedagogical innovation. A key argument emerging from the synthesis is the necessity for a decolonial approach that integrates universal 21st-century skills with indigenous knowledge systems and local linguistic heritage. The study concludes that for Algeria, and by extension other African nations, to empower its youth, curriculum transformation must be a participatory process that prioritizes contextual relevance. This entails a decisive move from a centralized, prescriptive model to a flexible, competency-based framework that cultivates both global competitiveness and a robust Pan-African identity.