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This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.
Simagn et al. (Wed,) studied this question.