There is a need to enrich higher education to meet future challenges by integrating 21st-century skills into the curriculum and by applying new teaching methods. Numerous studies have examined the integration of 21st-century skills into the higher education curriculum in various countries. This systematic review intends to analyze articles published on the integration of 21st-century skills into higher education. Three overarching questions identified for the systematic review were formulated and refined by PICO. A search for relevant articles was conducted using keywords from electronic databases. The study identified relevant published articles between 2014 and 2023 from Google Scholar, ERIC, and Semantic Scholar electronic databases. Eighteen articles were identified and included in the study by applying eligibility criteria fixed for the systematic review study. The Preferred Reporting Items for Systematic Reviews (PRISMA) criteria were used to organize the articles search and to prepare the systematic review paper. EndNote software was used for reference management. The articles were analyzed and findings were presented by qualitative systematic review. The review findings reveal that the 21st-century skills include learning and innovation skills; information, media, and technology skills; life and career skills to equip the students for future workplaces. The findings also indicate that the integration of 21st-century skills into the curriculum enables the development of students' creativity, critical thinking, communication, collaboration, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. Moreover, teachers play a significant role in assisting students to develop 21st-century skills by applying different methods of teaching that increase higher education students’ abilities. The study suggests there is a high need for enriching the higher education curriculum by focusing on 21st-century skills to meet the twenty-first-century challenges. Modernizing the curriculum for higher education in Ethiopia by incorporating 21st-century skills will be viewed as a critical national policy intervention issue, as many of the graduate programs that are currently offered were created several years ago and require current knowledge and radical teaching techniques.
