Objective: Among the best strategies affecting the improvement of higher learning institutions, curriculum development initiatives rank high as the most crucial props that support the structure of academic innovation. This study explores the globalization driven activities and their influence on curriculum formation in the Iraqi HEIs contingent upon the preservation of religious and moral values and absolutes. Method: Questionnaires administered on 160 faculty members who possess expertise and prowess in developing curriculum formed the data collection tool. This was succeeded by a quantitative analysis intended to explore the effects of globalization related factors on curriculum and course outlines. The results suggested that despite profound effects of globalization-oriented processes on curricular changes, it is also crucial to maintain ideological and cultural values which were found during the study in the phase of curriculum development. Results: The findings as postulated by the research study revealed that while the seven factors, which define the dimensions of globalisation driven initiatives, selected through the literature review, exert positive influence, on the curriculum development and course design. However, one of these criteria is cross-cultural competencies requirements, which has also influenced the process of curriculum development rather significantly, at the same time, this criterion has been recognized as one of the most important to adhere to in regard to ideological orientations and cultural values of society in Iraq. Novelty: this study reveals that contextual factors and socio-cultural features are critical in analysing globalization effects on education hence the multicultural approach to curriculum. In addition, the analysis of research on globalization and curriculum development in higher education revealed that these practices are far from forming in the context of the growing globalization and that cultural values’ norm still plays a significant role in the curriculum development and course design processes.