This chapter synthesizes key findings across the preceding chapters to envision a way forward for an African-spirited curriculum. Despite decades of independence, education systems in countries like South Africa, Egypt, Cameroon, Nigeria, Ghana, Zimbabwe, and Namibia remain deeply embedded in Western epistemological frameworks that perpetuate white mainstream knowledge and ideologies. Drawing on Chabani Manganyi’s concept of being-Black-in-the-world, we argue for the recognition and centring of “Black knowledge” systems that reflect African worldviews and ways of knowing. Central to this reimagining is the integration of African spiritual philosophies and practices into educational frameworks, directly challenging the secular, Eurocentric approaches that currently dominate curriculum design. The chapter proposes concrete recommendations for policymakers to develop educational experiences that honour the holistic nature of African knowledge systems and advance decolonial practices. Ultimately, the author envision a transformative educational paradigm that meaningfully bridges traditional African spiritual wisdom with contemporary pedagogical needs, creating spaces for authentic African ways of knowing and being within formal education.