Examining Efficacy of Basic Design in the Implementation of 21st Century Curriculum in Basic Schools

In the evolving landscape of education, the 21st-century curriculum emphasizes critical thinking, creativity, collaboration, communication, and digital literacy. This paper explores the significance of Basic design as an indispensable component in implementing the 21st-century curriculum in basic schools in Ghana. Basic design fosters spatial reasoning, visual communication, and problem-solving skills, which are essential in preparing learners for future careers in science, technology, engineering, and mathematics (STEM). Despite its relevance, Basic Design is often underemphasized at the basic level of education. This study advocates for its integration into the curriculum as a foundational subject that bridges theoretical concepts with practical application. The research design employed was qualitative, utilizing discourse analysis as the primary methodological framework. This approach allows for an in-depth examination of Basic Design as an indispensable component in implementing the 21st-century curriculum in basic schools in Ghana. A purposive sampling strategy was employed to ensure representation and diversity within the selected participants. In all twenty (20) participants took part in the study. Aligning Basic Design with the competencies outlined in Ghana’s Standards-Based Curriculum, the study highlights how it can enhance learners’ creativity, precision, and design thinking skills. The paper concludes by recommending strategies for curriculum developers, policymakers, and educators to reposition Basic Design as a core subject that empowers students with 21st-century skills essential for national development and global competitiveness. Experiential Learning Theory (ELT) propounded by David A. Kolb in 1984 underpinned the investigation.