Abstract

Today, higher education institutions have become increasingly more ethnoculturally diverse because of immigration and overseas studies, which opens doors for multiculturalism. Multicultural education has become an expanding movement in the higher education system worldwide. It proposes a teaching approach that supports the inclusion of diverse ethnic students. This research study intends to examine the implementation of multicultural education principles within higher education institutions among a diverse ethnic group and to assess students’ acceptance, satisfaction, and conceptualization of learning in multicultural education. A cross-sectional study design was conducted by employing the integrated multicultural instructional design (IMID) model for data collection and declaring the implementation of multicultural practices in higher education settings. A diverse sample of 320 students voluntarily contributed to the study. Descriptive analysis disclosed a visible implementation of multiculturalism in four domains, namely, teaching method, course content, assessment of student learning, and instructors’ commitment to diversity. Furthermore, the content analysis showed a positive conceptualization of implementing multiculturalism in teaching and assessment; most students prefer to learn in a multicultural education atmosphere and report satisfaction with multiculturalism, in addition to recommending it to other learners.