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This study assessed the implementation of multicultural education in Ethiopian public universities. Using a qualitative holistic case study design, faculty members were selected from Dire Dawa University and Haramaya University using purposive sampling to participate in the study. In addition to interviews, document reviews, and observation were used to collect data. The findings revealed that the implementation of multicultural curricula is at a very low level. Among the major challenges to the implementation of multicultural education are inadequate resources, prejudiced attitudes towards diversity, curriculum politicization, and institutional fragility. Nonetheless, the data analysis also revealed that there are potential opportunities for effective implementation, namely the university's nature, multicultural education courses, guidelines, cultural events, co-curricular activities, and intergroup discussions, all of which offer promising prospects. Faculty members' insight can promote multicultural education by leveraging identified prospects, employing strategic approaches, and embracing culturally responsive pedagogy. Further study is recommended for broader context and generalizability.
Tezera et al. (Thu,) studied this question.