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A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

Author

Listed:
  • Ronghuai Huang

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Ahmed Tlili

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Xiangling Zhang

    (Faculty of Information Science and Technology Education, Beijing Institute of Education, Beijing 100120, China)

  • Tianyue Sun

    (Health and Behavior Studies Department, Teachers College, Columbia University, New York, NY 10027, USA)

  • Junyu Wang

    (Mathematics, Science & Technology Department, Teachers College, Columbia University, New York, NY 10027, USA)

  • Ramesh C. Sharma

    (School of Global Affairs, Dr. B. R. Ambedkar University, Delhi 110006, India)

  • Saida Affouneh

    (Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Soheil Salha

    (Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Fahriye Altinay

    (Faculty of Education, Institute of Graduate Studies, Societal Research and Development Center Near East University, Nicosia 99138, Cyprus)

  • Zehra Altinay

    (Faculty of Education, Institute of Graduate Studies, Societal Research and Development Center Near East University, Nicosia 99138, Cyprus)

  • Jako Olivier

    (Research Unit Self-Directed Learning, Faculty of Education, North-West University, Mahikeng 2790, South Africa)

  • Mohamed Jemni

    (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of Tunis, Tunis 1007, Tunisia)

  • Yiping Wang

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Jialu Zhao

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Daniel Burgos

    (Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus P.O. Box 7, Palestine
    Research Unit Self-Directed Learning, Faculty of Education, North-West University, Mahikeng 2790, South Africa
    Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006 Logroño, La Rioja, Spain)

Abstract

Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.

Suggested Citation

  • Ronghuai Huang & Ahmed Tlili & Xiangling Zhang & Tianyue Sun & Junyu Wang & Ramesh C. Sharma & Saida Affouneh & Soheil Salha & Fahriye Altinay & Zehra Altinay & Jako Olivier & Mohamed Jemni & Yiping W, 2022. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts," Sustainability, MDPI, vol. 14(11), pages 1-19, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6940-:d:832776
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    References listed on IDEAS

    as
    1. Marine Simon & Alexandra Budke, 2020. "How Geography Textbook Tasks Promote Comparison Competency—An International Analysis," Sustainability, MDPI, vol. 12(20), pages 1-19, October.
    2. repec:igg:jmbl00:v:13:y:2021:i:2:p:73-95 is not listed on IDEAS
    Full references (including those not matched with items on IDEAS)

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