Challenges in Identifying Text-Based Biases in Ethnicity and Inclusivity in Learning Materials: Insights from Teacher Module-Writers

Abstract

Learning materials are tools to promote inclusivity and cultural awareness. The present study examines the challenges public school teacher module writers encountered in identifying text-based biases in the textbooks and other learning materials they used, focusing on biases in ethnicity and inclusivity. The study employs the descriptive survey design of quantitative research, wherein the needed data are gathered through a questionnaire to thirty (30) public school teachers who are module writers and are purposively selected. The data collected is analyzed using descriptive statistics (mean and standard deviation). The findings highlight challenges addressing ethnicity and inclusivity biases in learning materials, including accessing culturally sensitive resources and evaluating inclusive materials. These insights form the basis for a training proposal to identify text-based biases and promote cultural awareness among teacher module writers. Continuous implementation and expansion of this training to other schools are recommended for sustainable professional development. The challenges in addressing ethnicity and inclusivity biases in learning materials highlight the need for continuous training and resource support to promote sustainable professional development across schools and among teachers