The Kenyan education system, also commonly referred to as the 8-4-4 system, has gradually been transitioning to the Competency-Based Curriculum (CBC) 2-6-3-3-3. However, this transition has not yet been fully embraced across all levels of education in Kenya. This study examines the current state of university libraries in Kenya and the strategies they ought to adopt to effectively support teaching, learning, and research under the CBC framework. The study utilizes a comprehensive literature review approach. The study’s findings reveal various levels of unpreparedness and suggest strategies for transforming university libraries. This paper contributes to the ongoing discussion on educational reform and emphasizes the critical role of libraries in successfully implementing CBC in universities. The study’s recommendations offer valuable insights and practical guidance for university administrators, librarians, policymakers, and other key stakeholders in Kenya’s higher education.
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