This study explores the challenges and opportunities of curriculum implementation at Ethiopian Defense University (EDU). To this end, the article uses a qualitative case study design, collecting the primary data using semi-structured interviews from 4 commandants, 3 college deans, 1 education quality assurance director, and 6 participants in focus group discussions from department heads and quality assurance experts. We analyzed the data using both thematic and narrative approaches. We extracted three themes from the data. The themes were challenges, opportunities, and strategies of curriculum implementation. The findings showed that there were substantial challenges in the curriculum implementation, including a lack of continuous professional development, lack of resource, constraints on technology, lack of adequate and resistance to pedagogical change. Despite these primary challenges, the research identified substantial opportunity for EDU to implement the curriculum successfully. These prospects include practical training, military alliances that provide access to contemporary technology, advancements in areas such as drone technology, and focused education in leadership, military healthcare, and professional ethics. Using these opportunities, EDU can get a better chance to align its curriculum with the demands of the defense sector and enhance learners’ keenness for military duties. Thus, it was possible to conclude that the EDU was doing a respectable job of implementing the curriculum at the time of this study. However, this study concludes that there is still room for improvement provided the challenges impeding the successful implementation of the curriculum in the EDU addressed. The study recommended individualized training programs, a conducive work environment, and staff engagement in the decision- making process to inspire the implementation of innovative teaching methods as strategies to solve these challenges. In addition, focusing on the importance of continuous professional development and upholding a culture of collaborating, especially in the field of military education, thus, this study reinforces strategies for changing how educational institutions operate. Therefore, it suggests that EDU needs to invest in new technologies, set explicit ICT policies, and involve military stakeholders to establish strategic partnerships.. By doing this, the institution can enhance the quality of education and ensure that its curriculum meets its needs.
Mamo et al. (Wed,) studied this question.
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