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This chapter examines the evolution of curricula in the Global South amidst globalisation, emerging technology, and the imperative for decolonised education that is relevant to the region. This study examines the influence of international standards, cross-border collaborations, and digital pedagogies on curricular policy and practice through an interpretive qualitative methodology and a review of contemporary literature. These alterations facilitate the emergence of novel concepts; but, they concurrently reinforce Eurocentric structures, exacerbate the digital divide, and marginalise local knowledge. The research illustrates the tension between global standards and the necessity to incorporate local languages, indigenous knowledge systems, and inclusive pedagogical approaches. Obstacles encompass stringent regulations, disparate resources, and educators lacking proficiency in technology, a reality that became evident during the COVID-19 pandemic. This chapter advocates for co-designing curricula with students, establishing robust digital infrastructure, and formulating new policies that emphasise equity and inclusion. The findings emphasise that for reform to last, community engagement is essential, intersectoral collaborations must be established, and continuous research is necessary. Ultimately, curriculum reform in the Global South must achieve a balance between global influences and commitments to social justice, human development, and intellectual freedom.