This study explores the evolving landscape of curriculum reform in Ethiopia’s general education system, highlighting key trends, challenges, and strategic responses. Using a qualitative and semi-structured literature review, it examines national efforts over the past decade to create a more inclusive, student-centered curriculum. Initiatives like the 2020 General Education Curriculum Framework and GEQIP-E have promoted competency-based learning, 21st-century skills, and the integration of indigenous and entrepreneurial knowledge. These reforms have been supported by improvements in infrastructure, teacher training, and educational resources, with added emphasis on local languages, ICT, and vocational education to reflect Ethiopia’s diverse cultural and socioeconomic realities. Despite these progressive steps, implementation remains hindered by systemic challenges. Overcrowded classrooms, inadequate infrastructure, and limited teaching materials obstruct the adoption of learner-centered approaches. Many educators lack training in modern pedagogical methods, leading to continued reliance on traditional, exam-focused instruction. Disparities between urban and rural schools in access to technology and professional development deepen educational inequalities. To overcome these barriers, the review recommends sustained investment in teacher education, infrastructure, and curriculum alignment. It advocates for robust professional development in active learning and digital integration, modernized assessment practices, and stronger collaboration among schools, communities, and industries. Such coordinated, equity-driven strategies are essential for scaling local innovations into a nationwide transformation that equips Ethiopian students for meaningful participation in society.
Gizachew et al. (2026) studied this question.