Epistemic Injustice in Filipino Language Use and Social Inclusion among College of Education Students At BPSU–Balanga Campus

Abstract

Language plays an important role in students' participation, learning, and sense of belonging in higher education. However, the dominance of English in academic settings may create challenges for students who prefer to express their ideas in Filipino. This study examined the relationship between epistemic injustice in Filipino language use and social inclusion among College of Education students at Bataan Peninsula State University (BPSU)–Balanga Campus. Specifically, it determined the extent of epistemic injustice, the level of social inclusion, the relationship between these variables, and the extent to which the dimensions of epistemic injustice predict social inclusion. The study employed a quantitative descriptive-correlational research design. Data were collected from 189 College of Education students using a researcher-made questionnaire developed from relevant literature and theoretical frameworks. The instrument underwent four rounds of revisions and was independently validated by three experts to establish content validity before administration. The data were analyzed using weighted mean, Pearson Product-Moment Correlation Coefficient, and multiple linear regression analysis. The findings revealed a low level of epistemic injustice (M = 2.47) and a high level of social inclusion (M = 3.20) among the respondents. No significant relationship was found between overall epistemic injustice and overall social inclusion (r = −0.098, p = .189). However, opportunities to use Filipino in academic discourse significantly predicted social inclusion (F = 4.310, p = .039, R² = .023). These findings suggest that while epistemic injustice is not a major determinant of students' overall social inclusion, providing greater opportunities to use Filipino in academic settings contributes to a more inclusive learning environment. The study concludes that promoting inclusive language practices and recognizing both Filipino and English as valuable languages for academic communication can strengthen students' participation, sense of belonging, and overall social inclusion in higher education.