This systematic review of the recent literature was born out of the desire to unravel the level of preparedness, ICT skills level, and the implementation of digital curriculum among library and information science educators focusing on developing countries. The motivation was to ascertain the weather LIS curriculum implementation in the digital age can be impeded by LIS educators’ ICT skills. A qualitative literature method was adopted. The author focused on the key terms such as ICT and Curriculum Development, Curriculum Development AND 21st Century Strategies, and ICT Infused Curriculum. For the second outline, searched keywords were Level of LIS educators' ICT skills, Curriculum Implementation and LIS educators' ICT Skills. Searched keywords for the third outline were Curriculum Implementation AND LIS educators' readiness, E-Readiness of LIS educators in the 21st century while for the fourth outline, keywords searched were Curriculum Implementation OR Curriculum Delivery AND Impediments OR Obstacles PLUS 21st Century. The author selected and analysed 12 closely and most recent studies close to the keywords and research questions of the study and systematically analysed them. The study concluded that ICT has influenced curriculum development, there is a surge in curricula updating due to the demand of the ICT driven century, LIS educators' level of ICT skills was perceived high, while their skills were general rather professional, LIS educators in the developing worlds were not ready to implement curriculum due to several general and localised factors, as well as ICT skills level of LIS educators, hinder curriculum implementation in the developing worlds. The study, therefore, recommended that LIS educators should continue to make sacrifices in updating their skills as new teaching technologies and ICT driven pedagogy emerges, among other recommendations.