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