Ethiopian Journal Of Behavioural Studies

University-Industry Linkage in Ethiopia: Practices, challenges, and prospects from a university perspective

2026-04-28T08:58:09+00:00

This analysis examines how Ethiopian universities view and engage with University-Industry Linkage (UIL). Informed by the triple helix model of university, industry, and government cooperation, this research uses a phenomenological qualitative design, drawing on evidence from policy documents and in-depth interviews with UIL directors from seven public universities. The findings highlight a growing recognition among government officials and academic leaders regarding the critical roles UIL plays in national economic development. The results also indicate that in Ethiopia, the dynamic among the three main UILs resembles a “statist” approach, with the federal government taking a
leading role in UIL. However, actual governmental influence over university-industry linkages is found to be weak. University-industry linkage in Ethiopia lacks clear accountability at both institutional and partnership levels. Key challenges include institutional culture, limited commitment to partnerships, lack of ownership in guiding linkages, inadequate organizational structure and leadership support, and a shortage of faculty with industry expertise. The study underscores universities' need to demonstrate their value as reliable partners in addressing industry challenges
and promoting development. It also highlights the importance of close collaboration between industries and universities, emphasizing the need for industries to invest in cultivating highly skilled human resources. Moreover, industries must better recognize the impact of research and innovation on their productivity and competitiveness.

Cultural Intelligence and Diversity Tolerance among Students in Public Universities: The Mediating Effect of Cross-Group Friendship, with Evidence from Ambo University

2026-04-28T09:00:52+00:00

The study was aimed to assess the relationship between cultural intelligence and diversity tolerance among public university students, with a focus on the mediating role of cross-group friendships. Despite the significance of cultural competence in pluralistic societies like Ethiopia, empirical evidence on these domains remains limited, specifically in Ethiopian universities that sporadically experience ethnic-based tensions. This study was guided by cross sectional quantitative design and involved a sample of 319 regular undergraduate students enrolled at Ambo University. The participants were selected using stratified random sampling and completed validated tools assessing CQ, DT, and CGF. Data were analyzed using SPSS 23, with AMOS program. Thus the confirmatory factor analysis
was conducted using AMOS and Hayes’ PROCESS macro (model 4.2) was employed for mediation analysis. The analysis indicated that 62.4% of participants scored high in overall CQ, with motivational (63%) and behavioral (63.6%) dimensions scoring highest, while metacognitive CQ (49.3%) was relatively weaker. The study also found significant positive correlations between CQ and DT (r = .823), CQ and CGF (r = .655), and CGF and DT (r = .793). The mediation analysis revealed that CGF partially mediated the link between CQ and DT (indirect effect: β = 0.14, 95% CI [0.11,0.18]), accounting for 35.49% of the total effect. These finding highlight the double paths through which CQ promotes DT: directly through cognitive-affective processes and indirectly by fostering meaningful intergroup relation. The study emphasized the need to implement targeted interventions by Universities, such as structured cross cultural training, reflective exercises, and policies promoting
cross-ethnic connections, in order to strengthen social cohesion.

Academic Reading Engagement and Associated Challenges among Second-Year Social Science and Humanities Undergraduate Students at the University of Gondar, Ethiopia

2026-04-28T09:07:16+00:00

Academic reading engagement is a fundamental determinant of success in higher education. This study investigates the status of academic reading engagement and its related challenges among Ethiopian higher education, second-year undergraduate students. To address this goal the researchers employed a descriptive cross-sectional survey study design; a total of 200 students were also participated by a census sampling, with a response rate of 91.3%. Data were also collected through closed ended questionnaires and following the assumptions check, the collected data were analyzed
using descriptive statistics and the Friedman Test via IBM SPSS version 27. The findings reveal that overall academic reading engagement was relatively moderate (M = 2.98/4.00). Among the academic reading engagement dimensions, cognitive engagement reported as the most frequent (Mean Rank = 2.13), whereas social engagement was the least frequent (Mean Rank = 1.86). This difference was statistically significant, χ² (2) = 8.09, p = .018. Regarding perceived challenges, Emotional (Mean Rank = 2.73) and behavioral challenges (Mean Rank = 2.70) were significantly impactful than social barriers (Mean Rank = 2.05), χ² (3) = 39.01, p < .001. Based of the findings, the study concludes that students prioritize an independent academic reading engagement style. This lack of social interaction
shows that collaborative reading is neither an established practice nor widely recognized as a viable strategy among students. Accordingly, the researchers suggested practical recommendations for instructors, university administrators, students, and researchers aimed to enhance a more integrated and resilient academic reading culture in the context of tertiary education.

The Education of English Teachers in the Ethiopian Higher Education: The Missing Ingredients

2026-04-28T09:09:52+00:00

English language teachers bear a significant responsibility in ensuring students' proficiency. However, the training of English language teachers has not received adequate attention, with curricula often being perceived as mere replicas of established models. Despite significant effort in training English teachers, the TEFL/ELT program has not been thoroughly examined to determine the extent to which its packages meet workplace demands. This study, therefore, investigated the responsiveness of Ethiopian English language teaching programs by examining the perspectives of English language teacher educators and students, as well as curriculum documents. Results revealed substantial mismatches between curricular content, which is almost a replication across universities,
and linguistic, pedagogical, and technological competencies. The data indicated that the program placed inadequate emphasis on English language proficiency development, limited training on contemporary ELT issues, insufficient integration of technology, and curricula and second language teacher education practice were overly dominated by general education topics, with minimal ELT-specific depth. The results suggest a reconceptualization of the TEFL/ELT curriculum that foregrounds workplace-demand-driven TPACK (Technological, Pedagogical, and Content Knowledge) competencies.

Navigating the Artificial Intelligence Frontier: A Multi-Level Policy Enactment Study of Ethiopian Higher Education

2026-04-28T09:11:51+00:00

In the age of Artificial Intelligence (AI), Higher Education is facing new challenges and opportunities
for sustainable quality education. What mechanisms can Ethiopia Higher Education Institutions
(HEIs) employ to tap the opportunities and address the challenges of AI in Education without
compromising the quality of Education? This research investigates on AI policy enactment by
analyzing the tension between policy level official documents and current practice. Based on Stephen
Ball’s Policy Enactment Framework, the study focuses on Situated, Material, Professional, and
External contexts of AI policy and practice. First, a PRISMA-guided systematic document analysis
was conducted on official policy documents at continental, country, sectoral and institutional levels.
Then, by selecting key informants from applied and research universities, semi-structured interviews
were employed. To appraise the direct and indirect relevance of AI mentioned in the body of the policy
documents, the official documents were analyzed based on a Red-Amber-Green (RAG) analysis
method. One of the findings of the study was, the Material infrastructure and Professional capabilities
of instructors are not at the required level to meet the objectives of external policies. Rather than
making argument on embracing or banning AI, this research provides ways for developing policies
sensitive to the contexts of HEIs. The results offer a planned roadmap for policy enactment which is
culturally sensitive, ethically rooted, and pedagogically sound in the reality of Ethiopian HEIs.

Tracing the Genesis, Progress, and Legacy of the College of Education and Language Studies: Commemorating the 75 th Anniversary of Addis Ababa University

2026-04-28T09:14:18+00:00

This short communication commemorates the 75th anniversary of Addis Ababa University by tracing
the evolution of the College of Education and Language Studies (CELS), formerly the College of
Education and Behavioral Studies (CEBS). It explores the college’s transformation from its origins
within the Faculty of Arts into a dynamic academic entity that has significantly influenced Ethiopia’s
educational and social development. Through historical analysis and institutional reflection, the
paper highlights key milestones, structural shifts, and the enduring impact of CELS on national
capacity building and intellectual leadership.