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

Abstract Purpose: 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. Patients and methods: 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 are analyzed using descriptive statistics (mean and standard deviation). Results: 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. Conclusion: 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.