Abstract:
The main objective of this was to examine academic staff’s commitment, challenges, and
prospects in implementing multicultural education in some selected Ethiopian Public
Universities. To do so, the mixed method approaches with an explanatory sequential design
was adopted. For quantitative data, 388 academic staff were selected using stratified
proportionate random sampling, while for qualitative data, 18 academic leaders, 2 curriculum
experts, and 6 student council members were purposively selected. Quantitative data was
collected through questionnaires while qualitative data was collected through semi-structured
interviews, observation, and document review. Quantitative data were analyzed in both
descriptive statistics (Frequency, Present, Mean, SD, and inferential statistics (Pearson
correlation coefficient, multiple linear regressions, ANOVA and SEM While qualitative
subjected to thematic analysis. Quantitative data analyses revealed that the status of MCE
implementation was at a low level (M=2.34 SD=0, 49). The multiple linear regression analysis
indicated that on the three dimensions of commitment (i.e., Affective, Continuance, and
Normative), the academic staff’s status was found to be statistically significant and positively
associated with each other (Affective, 27% Continuance, 23% and, Normative, 9%) predicting
multicultural education implementation. The correlation coefficient between the dimensions of
multicultural education implementation and commitment was positive (r=0.305) and
statistically significant (p<0.01). The correlation coefficient among the dimensions of
multicultural education implementation and challenges was negative (r=−0.317) and
statistically significant (p<0.01). On the other hand, the findings revealed varying degrees of
influence across the three dimensions of the challenge, i.e., institutional challenges showed a
negative effect on MCE implementation with a coefficient (B = -0.05, p = 0.03<0.05), while
academic staff-related challenges showed a negligible effect (Estimate = -0.016, p = 0.948). In contrast, materials-related challenges demonstrated a negative effect (Estimate = -0.185, p =
0.098).The qualitative analysis confirmed the low level of MCE implementation. It also
unraveled the major challenges, prospects, and strategies for the implementation of MCE in
the study context. From the findings, conclusions were drawn, and vital recommendations and
important future research directions were mapped out.
