Background: The use of adaptable ICTs in teaching and learning is the most critical factor that boosts the learners’ interest. The use of ICTs in pedagogy in Africa is still low in primary teachers’ colleges. Therefore, the study explored the extent to which adaptable ICT teaching strategies and learning activities influence teaching process in primary teachers’ colleges in Africa. Methods: Electronic databases, mainly Google Scholar and African Journals Online, were searched for relevant literature on mixed methodological studies that had been done on the use of adaptable ICTs in primary teachers’ colleges in Africa. These had been published from 2014 to 2021. This period was considered with reference to when several governments in Africa emphasized the provision of support in terms of ICTs. This focus was on infrastructure, equipment, and capacity building. The search strategy involved adherence to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for systematic reviews with a focus on keywords and the general objective of the study. A total of 2,880 results was found when ‘use of adaptable ICTs in teaching and learning in PrimaryTeachers’ Colleges in Africa from 2014 to 2021’ was used to search. Of these, only 304 titles were relevant, while 92 abstracts were closely related to the study objectives. However, 51 were duplicates in the two databases; hence, only 41 studies relevant by topic and date were exported into Mendeley; an online bibliographic management program, and were systematically reviewed for inclusion in the study. This is summarised in the PRISMA flowchart as will be indicated in the full paper. Results: Integrating ICTs in the teaching and learning process may cause powerful learning situations and promotes the acquisition of knowledge, skills, and enables learners to be more constructive and self-directed. These include shorthand computers, networks, satellite, software, and related systems that facilitate teaching and learning. However, their use is dependent on the perceived usefulness, ease to use, and attitude of both the teacher and learner. ICTs are critical in enabling individual learners to build new knowledge, especially when there is a challenge within the context. Equal access to ICTis not for all countries and this technological gap has consequences among the two categories of people: the rich and poor which is always referred to as the digital divide. If this divide continues in today’s economy, individuals and families in some developing countries, such as those in Africa will remain at a disadvantage. Conclusions: Effective technology use in teaching and learning is different from country to country because of the educational needs that have different variables. This calls for use of the available technologies in a way that will eventually transform the creation of knowledge and pedagogy towards producing a transformed citizen.