Abstract:
Revolutionizing educational pedagogy in Africa is crucial for sustainable
development, as the current system seems to have failed to produce graduates
equipped with critical thinking and problem-solving skills. Despite a rise in primary
school completion rates from 46% in 1970 to 68% in 2010, Africa continues to
struggle with underdevelopment. This situation underscores not only the limitations
of traditional pedagogical models but also a pressing need to investigate and
implement pedagogical reforms that enhance critical thinking and problem-solving
skills to bridge the gap between education and sustainable development in Africa. This
study responds to the problem by critiquing the prevailing teaching and assessment
methods. Using a literature review methodology, the research examines statistical and
qualitative data to highlight the need for educational reforms that foster analytical
skills, creativity, and adaptability. It argues that by transforming pedagogical practices
and reshaping mind-sets, Africa can produce graduates capable of addressing real
world challenges and driving socio-economic progress. Through analysis of relevant
data on the subject matter and recommendations made the authors envisage a
pedagogical revolution—a fundamental transformation in the way education is
delivered and assessed in Africa. This revolution aims to move away from traditional,
rote-based teaching methods and instead promote critical-thinking, creativity,
problem-solving, and adaptability. The study advocates policies that integrate critical
thinking into curricula, ensuring that education becomes a catalyst for sustainable
development rather than a mere credentialing system.
