ABSTRACT Colonial-era institutional, epistemological, linguistic, and curricular systems continue to have a major impact on the African education system. Despite the fact that political independence changed the governance of African governments, many educational institutions continued to replicate knowledge forms, curriculum, languages, assessment procedures, and pedagogical approaches created within colonial contexts. By concentrating on curriculum transformation, indigenous knowledge systems, African languages, teacher education, pedagogical reform, and locally grounded knowledge production, this study explores the necessity and potential of decolonizing African educational systems. The study summarizes research on colonialism, African education, indigenous epistemologies, and curricular transformation using a qualitative narrative literature review. The analysis shows that decolonization is more than just substituting African knowledge for European knowledge. Instead, it should develop an education system that is socially equitable, contextually relevant, intellectually diverse, and acknowledging African knowledge systems as valid sources of information. According to the study, in order to achieve true decolonization, African governments, academic institutions, schools, educators, communities, and researchers must reevaluate who creates knowledge, whose information is taught, which languages are given preference, and what the goals of education should be. It suggests a multifaceted framework that focuses on teacher preparation, community involvement, research transformation, curriculum reconstruction, multilingual education, integration of indigenous knowledge, and institutional reform. Therefore, decolonizing education can enhance African intellectual autonomy while equipping students to confidently confront local and global issues.