Curriculum Implementation in Military Undergraduate Education: Practices at the Ethiopian Defense University
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Date
2025-07
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Addis Ababa University
Abstract
The purpose of this study was to investigate curriculum implementation practices at the Ethiopian Defense University with a particular focus on the challenges encountered, the dynamics of stakeholder involvement, and the strategies required to enhance the quality and relevance of military education. Guided by a pragmatic research paradigm, the study employed a concurrent parallel mixed-methods design. Quantitative data were collected from 109 military students and 51 instructors using structured questionnaires, while qualitative data were obtained through interviews and focus group discussions with 10 purposively selected participants, including the University Commandant, the Director of Internal Quality Assurance, three College Deans, and six Department Heads. Quantitative data were analyzed using ANOVA, Mann-Whitney U-tests, regression, and correlation, whereas qualitative data were subjected to thematic and narrative analysis. The findings revealed a substantial gap between instructors’ intended teaching objectives and the actual learning experiences of students. Despite efforts to adopt innovative pedagogical approaches, instructional practices remained mainly academic and insufficiently aligned with the practical realities of military training and operations. The study revealed that the institutionalization of stakeholder engagement in curriculum processes was inadequate, frequently resulting in superficial participation that lacked purpose, depth, and consistency. Furthermore, the fragmentation and poor coordination of reform initiatives across institutions undermined the scalability and long-term sustainability of curricular improvements. In response to these challenges, the study proposed the establishment of a Military Pedagogical Development and Innovation Center to serve as an institutional hub for pedagogical innovation, instructional enhancement, and professional development. Strengthening educational infrastructure and expanding opportunities for experiential learning were identified as critical measures to bridge the persistent theory–practice gap. The study further emphasized the need to institutionalize continuous professional development programs tailored to military pedagogy as a mechanism to ensure instructional quality. Moreover, the study recommended that EDU should prioritize stakeholder motivation, partnerships, and decision-making for effective curriculum implementation. This promotes ownership, engagement, and shared responsibility. Additionally, EDU should prioritize stakeholder engagement, support, understanding, commitment, and feedback to ensure the quality and effectiveness of curriculum implementation. Strategic partnerships with the wider defense sector and related industries were also highlighted as essential for aligning educational programs with operational requirements and national security priorities.
Keywords: Curriculum Implementation, Institutional Challenges, Military Education, Pedagogical Innovation, Stakeholder Engagement
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Keywords
Curriculum Implementation, Institutional Challenges, Military Education, Pedagogical Innovation, Stakeholder Engagement