Systematic Literature Review: Towards a Relevant Curriculum for the 21st Century Learner in Botswana

This systematic literature review critically examines scholarly discourse from 2018 to 2024 concerning the development of a relevant curriculum for the 21st-century learner in Botswana. It addresses the research problem of aligning formal education with the dynamic socio-economic, technological, and cultural realities of contemporary Africa, moving beyond inherited colonial frameworks. Employing the PRISMA framework, the methodology involved a rigorous search, screening, and quality appraisal of peer-reviewed articles, book chapters, and policy documents from major academic databases. The synthesis identifies three foundational pillars for relevance: digital literacy, entrepreneurship education, and the systematic integration of local indigenous knowledge systems. Key findings reveal a persistent tension between global competency agendas and the contextual imperative for curricula that foster national identity and address local challenges, such as youth unemployment. The review concludes that curriculum relevance in Botswana necessitates a deliberate, Afrocentric re-conceptualisation which privileges contextual applicability alongside global awareness. The significance of this work lies in its rigorous consolidation of recent evidence to inform policymakers and curriculum developers, underscoring the need for a learner-centred paradigm that equips Batswana youth with critical, innovative, and culturally grounded capabilities for sustainable development.