Adult Education and Community Development

ACADEMICS' BELIEFS AND PRACTICES REGARDING CURRICULUM INTERNATIONALIZATION IN ETHIOPIAN RESEARCH UNIVERSITIES AND ITS CONTRIBUTION TO GRADUATE’S EMPLOYABILITY

2026-06-22T06:51:57Z

ACADEMICS' BELIEFS AND PRACTICES REGARDING CURRICULUM INTERNATIONALIZATION IN ETHIOPIAN RESEARCH UNIVERSITIES AND ITS CONTRIBUTION TO GRADUATE’S EMPLOYABILITY Habtamu Teshome Negash; Yilfashewa Seyoum (PhD); Derebssa Dufera (PhD; Samuel Assefa (PhD Universities are expected to respond to the opportunities and challenges posed by globalization as they increasingly prepare young people for global labor markets and interconnected societies. Hence, this study investigated the beliefs and practices of academics in Ethiopian research universities regarding curriculum internationalization and its contribution to graduates’ employability. To do this, a convergent parallel mixed-methods design was employed. The quantitative data were collected through a questionnaire from 415 randomly selected academics across four universities: Addis Ababa University, Jimma University, Hawassa University, and Bahir Dar University. The qualitative data were gathered through interviews, focus group discussions, open-ended survey items, observations, and document reviews and were analyzed thematically. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations, as well as inferential statistics including Pearson Product-Moment Correlation (r), two-way ANOVAs, and standard regression. The study found that while academics generally believe in the importance of curriculum internationalization, their practices lag behind their beliefs, particularly in integrating global perspectives into curricula, teaching methods, and assessments. Quantitative results revealed no significant differences in beliefs about curriculum internationalization across different disciplines and universities. However, curriculum internationalization practices varied significantly by discipline, particularly between hard/applied and soft/pure fields. The study also found a negligible correlation between academics' beliefs and practices regarding CI. Nevertheless, CI practices significantly contributed to graduates' employability, accounting for 31% of the variation in the development of graduates’ employability attributes. Qualitative findings supported these results, emphasizing the need for a balance between global and local perspectives in the curriculum. The study concludes that despite academics’ acceptance and some of their practices regarding curriculum internationalization, significant challenges remain, particularly in fostering practical engagement and ensuring that graduates are prepared for the global job market. Key barriers to curriculum internationalization include resistance to change, limited English proficiency, and resource constraints, while enablers include institutional commitment, internationalization policies, and international collaborations. These findings underscore the need for clearer alignment between curriculum internationalization policies and practices to enhance the international competitiveness of Ethiopian graduates. The recommendations call for Ethiopian research universities to enhance diversity through the recruitment of international academics and students, develop intercultural curricula, and strengthen ties between academia and industry. Both universities and the government should work together to create clear strategies for curriculum internationalization, ensuring alignment between beliefs and practices, and implementing quality assurance systems. The government should support these efforts through funding, policy incentives, and streamlined visa processes. Additionally, future research should expand on this study by including more diverse institutions, conducting longitudinal studies, and exploring the impact of external factors on curriculum internationalization practices 269p.

TECHNOLOGY INTEGRATION INTO UNDERGRADUATE CURRICULA AND INSTRUCTIONAL SETTINGS IN ETHIOPIAN PUBLIC UNIVERSITIES

2026-06-22T06:46:59Z

TECHNOLOGY INTEGRATION INTO UNDERGRADUATE CURRICULA AND INSTRUCTIONAL SETTINGS IN ETHIOPIAN PUBLIC UNIVERSITIES Gadissa Bekele Geda; Adinew Tadesse Degago (PhD); Deribssa Dufera Sarbessa (Prof) The study examined technology integration into undergraduate curricula and instructional settings in Ethiopian public universities. It employed a mixed approach with a convergent parallel mixed design aligned with the pragmatist paradigm. Seven Ethiopian public universities were selected from the target population of 31 universities using a simple random sampling technique. The researcher further selected colleges and departments by using multi-stage sampling techniques. In this study, 331 instructors were selected using a stratified sampling technique followed by a simple random sampling technique after allocating proportionality to each department (stratum) in respective colleges, while 24 key informants also were using a purposive sampling technique based on their rich experiences as educational leaders and experts. Quantitative data were collected from instructors using self-constructed structured questionnaires and analyzed using descriptive statistics (frequency, percentage, average means, standard deviation, and rank order), and inferential statistics (one-sample t-test, factorial analysis, Pearson moment product correlation, stepwise multiple regression analysis, and one-Way-ANOVA) using SPSS-26. In addition, the researcher collected qualitative data through semi-structured interviews, document review, and classroom observation, and analyzed through thematic analysis. The findings revealed a clear understanding of policy directions for technology integration in undergraduate curricula (GM=3.124), exceeding the neutral mean of 3.00. However, integration faces challenges due to inadequate infrastructure (GM=2.820), limited smart tools, poor connectivity, and low internet access. Instructors lack digital competence and familiarity with technology use in teaching (GM=2.832). The correlation among questionnaire items was r=.672, with reliability coefficients averaging α=.831, showing strong internal consistency. These factors explained 53.10% of total variance, with infrastructure contributing the most to TIUCIS (16.40%), followed by digital literacy (10.60%), policy and support (9.40%), digital divide/connectivity (8.20%), and curriculum integration (8.50%). Technology integration in Ethiopian public universities is still in its early stages, hindered by infrastructure gaps, low digital literacy, and insufficient support. The study concluded that while implementation is inadequate, variations exist among universities based on rationale, extent, and influencing factors. Therefore, the Ministry of Education, university leaders, and instructors are recommended to improve the quantity and quality of technological infrastructures, curriculum and pedagogical contents, digital divide, connectivity, internet access, digital literacy and digital competencies need policy, administrative, and technical supports. 260p.

ACADEMIC STAFF’ S COMMITMENT,CHALLENGES,AND PROSPECTS IN IMPLEMENTING MULTICULTURAL EDUCATION IN ETHIOPIAN PUBLIC UNIVERSITIES

2026-06-22T06:25:32Z

ACADEMIC STAFF’ S COMMITMENT,CHALLENGES,AND PROSPECTS IN IMPLEMENTING MULTICULTURAL EDUCATION IN ETHIOPIAN PUBLIC UNIVERSITIES Debela Tezera Simagn; Dawit Neggassa (PhD); Garkebo Basha (PhD) 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. 256p.

IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN ETHIOPIAN PUBLIC GENERAL SECONDARY SCHOOLS WITH SPECIFIC REFERNCE TO SIDAMA REGIONAL STATE

2026-05-20T06:55:35Z

IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN ETHIOPIAN PUBLIC GENERAL SECONDARY SCHOOLS WITH SPECIFIC REFERNCE TO SIDAMA REGIONAL STATE Afework Delelu Woldemichael; Solomon Areaya (PhD; Yilfashewa Seyoum (PhD; Tesfaye Semela (PhD This study examined the implementation of the Ethiopian general secondary school geography curriculum in the Sidama regional state. More specifically, the study tried to address the factors that influence the implementation of geography curriculum, the perceptions of teachers and school administrators regarding the geography curriculum implementation. The study employed a convergent parallel design within a mixed-methods approach. Both the quantitative and qualitative data were collected. For the quantitative component, 53 geography teachers from six urban and rural schools were selected through proportionate random sampling. Additionally, 11 school administrators were chosen purposively from these schools and relevant educational offices for the qualitative aspect. Data collection included questionnaires for quantitative insights and semi-structured interviews for qualitative depth. The analysis, involving both descriptive and inferential statistics, revealed several key findings. Overall, the curriculum implementation was suboptimal, with limited engagement from both teachers and administrators. Contributing factors included the curriculum's lack of clarity, which fostered negative perceptions among teachers, and administrators' limited engagement and familiarity with the syllabus, which hindered effective implementation. Traditional lecture methods predominated, side-lining student-centred approaches, and the use of English as the medium of instruction was inconsistent, contrary to national curriculum expectations. The study also highlighted that geography teachers participated minimally in professional development activities, despite a desire to improve their teaching skills. Motivation levels were generally low, and teachers often lacked adequate preparation time. Additionally, schools and administrators faced challenges in delivering technical support and providing equipment, which negatively impacted the implementation of the curriculum. The emphasis on preparing students for national examinations detracted from fostering a deeper understanding of the subject matter. Other challenges identified included student tardiness, disciplinary issues, and frequent absences. The study found that inadequate professional development significantly impacted curriculum implementation. Furthermore, there were no significant differences in curriculum implementation based on teachers' academic qualifications or experience levels. In conclusion, the study identified a substantial gap between the intended and actual curriculum delivery. This gap was attributed to resource limitations, the curriculum's broad scope, ineffective time management, teacher confidence issues, large class sizes, and student absenteeism. Recommendations include analysing teachers' working conditions, enhancing communication between curriculum developers and teachers, addressing discrepancies between intended and actual curriculum delivery, and strengthening support and collaboration between schools and governmental or non-governmental organizations. 189p.