Requiring institutions to provide a multicultural studies course for all students is a complex issue with multiple opinions. The necessity and benefits of such a rule, as well as any negatives and the practical ramifications of implementation, must be thoroughly considered. Mandatory diversity studies courses proponents claim that, in an increasingly linked world, cultivating a thorough understanding of diversity and inclusivity is critical for the development of well-rounded, culturally competent individuals. A varied curriculum can expose students to a variety of perspectives, histories, and experiences, assisting them in navigating and contributing to a globalized society. Understanding diverse cultures, identities, and social systems is critical for developing empathy, decreasing prejudice, and building a more inclusive atmosphere both within and outside of the university. Furthermore, in a world plagued by institutional prejudice and social injustice, such courses can act as a catalyst for social change. They equip students to critically assess society norms, question biases, and engage in constructive conversation on sensitive themes. This, in turn, has the ability to contribute to the removal of barriers and the promotion of equality. However, there are various arguments against implementing diversity studies courses. Critics frequently raise concerns about academic freedom, claiming that requiring students to complete specified courses may limit their intellectual development. Some may argue that imposing such requirements may result in tokenism or shallow involvement, in which students perform the responsibility without actually understanding the topic or embracing diverse values. Furthermore, logistical obstacles, such as a lack of resources and professors, may constitute a considerable barrier to executing these standards. Universities would need to assure the availability of high-quality courses, properly trained professors, and the resources to fully accommodate varied perspectives. This could put a strain on university resources and detract from other important fields of research. An alternate method could be to incorporate diversity subjects into current courses from diverse disciplines, allowing students to encounter diversity-related content organically throughout their academic career. This strategy could ensure that all students are exposed to a variety of viewpoints while still allowing them to pursue their academic interests. While the intention behind implementing diversity studies courses is admirable, there are legitimate questions about feasibility, practicability, and the possible influence on academic freedom. Instead, a balanced approach that incorporates diversity concepts throughout the curriculum may be more effective in establishing an inclusive and diverse educational environment. To summarize, while the objective of increasing diversity and tolerance in higher education is admirable, the practice of requiring specific courses requires careful thought. A holistic approach that balances exposure to multiple ideas without jeopardizing academic freedom may better serve institutions' educational goals of educating students for a more diverse and interconnected society.