Evaluating Digital Learning Materials for Deeper Reflection on Inclusive Teaching and Learning: The FRoLLM and Its Application in Teacher Training

Abstract

Digital learning materials play a vital role across diverse teaching and learning contexts. Their design can significantly influence who is included or excluded from achieving success in digital education. To foster more inclusive digital learning environments, (future) teachers must be able to select and, when necessary, adapt learning materials to suit the needs of their students. However, this important topic is often not sufficiently addressed in teacher education. To help close this gap, the Framework for the Reflection on Living Learning Materials (FRoLLM) was developed as part of the international digiLLM project (Digitalization in European Education: Realizing Equity and Inclusion with Living Learning Materials). FRoLLM is designed to support student teachers, in-service teachers, and learners in critically reflecting on the learning materials they use regularly. The framework emphasizes a reflective evaluation of a material’s sensitivity to inclusion, grounded in a broad understanding of inclusion and inclusive education. It also acknowledges that different teaching and learning contexts may require different approaches to inclusion. Rather than offering a fixed set of criteria, FRoLLM serves as a flexible tool for fostering deeper reflection on educational materials and their role in shaping inclusive learning experiences. This article presents how FRoLLM was implemented in teacher training programs at Bielefeld University to engage students in critical reflection on digital teaching materials. It also highlights its applications in in-service teacher training and internationalized higher education settings.