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Pre-service English Language teachers are responsible to prepare professional teaching and learning program in secondary schools in the future. An implicit part of the English teacher role is to build technology savvy, antiracist, and welcoming world, which is reflected to Outcome-based education (OBE). Hence, textbooks play as foundational components of most teaching and learning process.  This article outlines the rationale for the evaluation of a textbook inventory for assessing dimensions of ICT based integration, intercultural communicative competence, and inclusion in relation to OBE in English textbooks. Using library research method, this study attempts to initiate an instrument  by examining 4 experts’ theories in textbook analysis and OBE principles, namely Spaddy (1994), Cunningsworth (1995), Ur (1999), and Reiss (2005). The findings shows that an appropriate textbooks evaluation instrument should follow content, language, and presentation. A robust discussion about those three main components are explained thoroughly in the discussion which ensures that the materials are aligned with OBE principles. Therefore, textbook inventory will provide a first step to transforming instructional materials in a way that is tangible, making the materials  more welcoming to students while laying groundwork for more robust capacity to care for people from a wide array of backgrounds.

textbook inventory; textbook evaluation; OBE principles