Higher education staff's commitment to implementing multicultural perspectives curriculum in Eastern Ethiopia

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Published: Aug 30, 2023
DOI: https://doi.org/10.18844/cerj.v13i3.9144

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Debela Tezera
Wollega University, Department of Teacher Education, College of Education, Nekemte, Ethiopia
https://orcid.org/0000-0003-4362-9485
Yilfashewa Seyoum
Haramaya University, College of Education and Behavioral Science, Department of Adult Education and Community Development, Ethiopia
Dawit Negassa
Haramaya University, Department of Special Needs and Inclusive Education, College of Education and Behavioral Science, Ethiopia
Garkebo Basha
Haramaya University, Department of Adult Education and Community Development, College of Education and Behavioral Science, Ethiopia

Abstract

This inquiry sought to determine academic staff’s commitment to implementing curriculum from the perspective of multiculturalism in Eastern Ethiopian Higher Education. A descriptive survey research design was employed. A sample consisting of 151 academic staff selected using a simple random sampling technique was used. Data was collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study results revealed the implementation of a multicultural curriculum, the commitment of academic staff was found at a low level. There is no mean difference between males and females in implementing the multicultural curriculum. Based on the findings it is concluded that if academic staff were hard-working, committed, appreciated, and respected diversity, embraced a positive attitude, used culturally responsive pedagogy, and used strategies properly, the execution of the philosophy curriculum would have been ensured. Therefore, recommendations are forwarded to concerned stakeholders.


Keywords: Commitment; curriculum; higher education; multiculturalism; multicultural perspectives.

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How to Cite
Tezera, D., Seyoum, Y., Negassa, D., & Basha, G. (2023). Higher education staff’s commitment to implementing multicultural perspectives curriculum in Eastern Ethiopia. Contemporary Educational Researches Journal, 13(3), 227–239. https://doi.org/10.18844/cerj.v13i3.9144
Issue
Vol. 13 No. 3 (2023): August
Section
Articles
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