REIMAGINING AFRICAN HIGHER EDUCATION FOR FINTECH INNOVATION

Abstract

The rapid growth of the financial technology (fintech) sector has exposed a significant skills gap that African higher education institutions must urgently address. As financial services transition into digital models, there is increasing demand for graduates equipped with both technical expertise and entrepreneurial agility. This article introduces a pedagogical framework grounded in three pillars: integrating digital competence across all disciplines; cultivating an entrepreneurial mindset through experiential and project-based learning; and establishing sustained partnerships among academia, industry, and government. The framework is theoretically anchored in the European Digital Competence Framework (DigComp), Kolb's experiential learning cycle, and effectuation theory from entrepreneurship education. Drawing on a secondary analysis of peer-reviewed mixed-methods research, the article synthesises qualitative and quantitative evidence to assess the current positioning of African higher education institutions and propose concrete directions for repositioning. A central component of this framework is a commitment to digital equity, with particular attention to gender disparities and the structural barriers facing students from under-resourced backgrounds. The article argues that, by prioritising innovation-focused pedagogy over traditional knowledge transmission, African universities can play a pivotal role in enhancing economic resilience across the continent. Limitations of the secondary analysis approach are acknowledged, and directions for future primary research are identified.