Higher education in Ethiopia has undergone significant expansion since the 1990s, with increases in the number of institutions, professors, and students. In the context of this rapid expansion, the Higher Diploma Program (HDP) was introduced to improve the quality of higher education by training university faculty in pedagogy and shifting pedagogy from teacher-centered to student-centered methods, specifically focusing on the introduction of Active Learning Methods (ALMs). This dissertation examines how the HDP was introduced and implemented in Ethiopian higher education through the theoretical lens of education policy transfer/borrowing and decolonial studies. Using ALMs as a case of a borrowed education policy, this research explores policy-practice gaps and factors hindering implementation of ALMs across different institutional and disciplinary contexts in Ethiopian higher education. Overall, the findings indicate that the HDP did not radically transform pedagogy and that teacher-centered instruction continues to dominate teaching and learning. Despite variations in institutional resources, geographical locations, or disciplinary contexts, ALMs were not commonly implemented. Drawing on the intensive analysis of quantitative and qualitative data, including over 150 faculty surveys, nearly 80 interviews with faculty (n=58), universities leaders (n=15), and policymakers (n=6), and 15 focus group discussions with 100 students, this research has identified barriers to the implementation of ALMs that exceed the often-cited factors such as large class sizes, lack of resources, overloaded curricula, lack of pedagogical knowledge, or a lack of faculty commitment. In addition to the previously documented barriers, this research has also identified the broader interconnected meso- and macro-level barriers related to the economy, politics, culture, and global/local dynamics that reflect the logic of coloniality through the continued influence of international donors using soft power (e.g., international aid, knowledge expertise, and international study tours). Combined, these findings suggest that the barriers to the implementation of ALMs in Ethiopia are rooted in systemic and complex power asymmetry between Ethiopia and the Global West/North, and therefore require not only technical assistance involving multiple sectors and stakeholders, but a radical reconfiguration of the modern/colonial logic that forms the foundation of the HDP and other borrowed education reforms.