Civic Education in Zambian Secondary Schools through the Lens of Competency-Based Curriculum

Abstract

This systematic review explores the implementation of Civic Education within Zambia’s Competency-Based Curriculum (CBC), synthesizing insights from recent empirical studies, government reports, and scholarly analyses. It examines key dimensions including curriculum design, teacher preparedness, learner engagement, and institutional support. Findings indicate that while the CBC framework holds significant promises for advancing civic learning and fostering active citizenship, its effectiveness is constrained by limited teacher training and inconsistent assessment practices. The review concludes with targeted recommendations aimed at strengthening Civic Education delivery and enhancing its role in cultivating informed, responsible, and participatory citizens.