Since the emergence of a global movement that calls for a new model of learning for the twentyfirst century, it has been argued that formal education must be transformed to enable new forms of learning that are needed to tackle complex global challenges. Literature on this topic offers compelling arguments for transforming pedagogy to better support acquisition of twenty-first century skills. However, the question of how best to teach these skills is largely overlooked. Experts recognize that the 'transmission' or lecture model is highly ineffective for teaching twenty-first century competencies and skills, yet widespread use of this model continues. In spite of worldwide agreement that learners need skills such as critical thinking and the ability to communicate effectively, innovate, and solve problems through negotiation and collaboration, pedagogy has seldom adapted to address these challenges. Rethinking peer collaborative interactions for the twenty-first century is as crucial as identifying the new competencies that today's learners need to develop. This article, dwells on the Futures of Learning, explores pedagogies and learning environments that may contribute to the development and mastery of twenty-first century competencies and skills, and advance the quality of learning. Rethinking peer collaborative interactions for the twenty-first century is as crucial as identifying the new competencies that today's learners need to develop. Traditional approaches emphasizing memorization or the application of simple procedures will not advance learners' critical thinking skills or autonomy. To develop the higher-order skills they now need, individuals must engage in meaningful enquiry-based learning that has genuine value and relevance for them personally and their communities. Real-world experiences merged with sustained engagement and collaboration offer opportunities for learners to construct and organize knowledge; engage in detailed research, enquiry, writing and analysis; and communicate effectively to audiences. This article therefore set a policy framework for all stakeholders involved in the education of learners in Cameroon.