A Systematic Review of Cultural Representation in Educational Textbooks: Issues, Gaps, and Future Research Directions

Debbie Grace Frederick Matt, Muhamad Fadzllah Zaini and Saripah Banseng
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Debbie Grace Frederick Matt: Department of Ethnic Languages, Faculty of Languages & Communication, University Pendidikan Sultan Idris
Muhamad Fadzllah Zaini: Department of Ethnic Languages, Faculty of Languages & Communication, University Pendidikan Sultan Idris
Saripah Banseng: Department of Ethnic Languages, Faculty of Languages & Communication, University Pendidikan Sultan Idris

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 8171-8183

Abstract: Textbooks are essential tools in the education system, serving not only to transmit knowledge but also to shape students' identities, values, and worldviews. Recent research reveals that textbooks often contain ideological and cultural biases influencing learners' perceptions of themselves and others. This paper presents a systematic review of 23 Scopus-indexed studies (2010-2025) on cultural representation in educational textbooks. Using the PRISMA 2020 framework, data were thematically analysed to identify representation patterns, impacts on identity, and research gaps concerning cultural inclusion. Findings indicate a persistent dominance of Western cultural perspectives, with symbolic portrayals of local and global cultures, and notable gender bias reinforcing patriarchal norms. The review highlights the need for culturally just, inclusive, and empathetic textbook design. The outcomes contribute to a conceptual framework for advancing equitable cultural representation and guiding future educational research toward a more inclusive global curriculum.

Date: 2025
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