This research explores how critical education can contribute to the development of critical human capital relevant to Ghana's socio-economic development. Teaching and learning in many Ghanaian classrooms follow a rigid curriculum with limited or no classroom interaction, restricting students' creativity and critical consciousness. A systematic literature review was conducted using scholarly articles and books to identify concepts that promote critical education. The research revealed four concepts (i.e., problem-posing education, teacher and student roles, praxis, and dialogue) and the following about education: education should be about the critical examination of the social world, resulting in actions that serve the best interest of society. The research concluded that critical education could empower students to become critical thinkers, problem-solvers, and change agents who can champion the cause for Ghana's socio-economic development.