Nishtha Lamba ^1* Sameer Kishore ² Eduard Fosch-Villaronga ³

• ¹ Social Psychology Research Lab, Middlesex University Dubai, Dubai, United Arab Emirates
• ² Immersive VRX Lab, Middlesex University Dubai, Dubai, United Arab Emirates
• ³ Research at eLaw, Institute for Criminal law and Criminology, Faculty of Law, Leiden University, Leiden, Netherlands

Implicit biases operate at a subconscious level and affect minority and/or marginalised groups the 8 most. Such long standing biases also affect underrepresented groups, such as women or racial 9 minorities, in the education systems. Through a collection of 6 papers from 38 authors reviewing data 10 obtained from China, Israel, UAE, Australia, and the U.S.A, this research topic aimed to raise 11 awareness regarding biases and stimulate critical reflections. A particular focus is placed on 12 understanding how biases influence decision-making in areas such as faculty evaluations, student 13 learning environments, and diversity initiatives. Given the popularity of technology-mediated 14 education, we encouraged submissions within the realm of online learning, and papers with varied 15 methodological frameworks in the field. Research work exemplified use of surveys, interviews, and 16samples varied in terms of age and role in the educational sample as well. We summarise findings from 17 each of the papers to explain how the research topic advances our understanding of this complex topic. 18In the first study published, Lavrenteva and Orland-Barak conducted semi-structured interviews to 19 understand how Israeli teachers teaching English as a foreign language refrain from certain sensitive 20 classroom discussions. They found that teachers avoided taboo topics and felt that certain discussions 21 may alienate Arab or Jewish children in the classroom. The authors highlighted how societal negative 22 attitudes, moral panic, and school's norms and cultural beliefs must be internalised before 23 conversations around controversial topics. Teachers expressed being cautious not to insult anyone, 24 feeling the need to control their own beliefs, or feeling morally less inclined to make children engage in 25 political debates in the classroom. Overall, it complicates their role in creating inclusive learning 26 environments. The paper may help educators who struggle in similar roles or regions. 27The second paper explores biases in higher education systems in the UAE. In this research authors, 28Lamba*, Kishore*, and Khokhlova created videos of four virtual instructors (male-South Asian, 29 female-South Asian, male-White, female-White) teaching social psychology to 318 students. Using a 30 between-group design, authors manipulated only gender and race in the videos presented to 31 participants. They found that male and South Asian lecturers scored higher on interpersonal variables 32 such as approachability, sensitivity, enthusiasm for the subject, and respect shown to participants. Authors highlighted that lecturers did not vary in knowledge and presentation skills. 34Observing actual student data, Kim, Johnston, and Fan, surveyed free-text comments made by 35 students in a public university in Australia over a period of seven years. It included 68,020 comments 36 from the 'improvement sections' and 119,665 comments from the 'best features sections' of the 37 student evaluations teachings. Using a topic model analysis, their study reveals how students critique 38 female lecturers differently from their male counterparts. Students critiqued female lecturers more for 39 improving structural aspects of the course, time management, and control of the learning 40 environment. Male lecturers were critiqued less, and on specific aspects to lecture delivery. This