A Critique of the Content of the Textbooks of the Islamic Republic of Iran on the Countries of Azerbaijan and Armenia

Abstract

This study aimed to critically analyze the content presented about Azerbaijan and Armenia in Iranian elementary school textbooks and assess its consistency with historical, cultural, and geopolitical realities. The research employed a qualitative content analysis using a library-based approach. Data were collected from all materials about the two countries in fifth-grade social studies textbooks published over five consecutive years up to 2023. Additional sources, including teachers’ guides, related academic papers, and historical-political references, were examined. The data were analyzed through comparative thematic interpretation. The analysis revealed a noticeable bias in the textbooks’ portrayal. Azerbaijan is presented as a rich and resourceful country with oil and gas reserves, vibrant agriculture, and tourism potential, emphasizing its Muslim identity but overlooking its deep historical and cultural ties to Iran. Conversely, Armenia is depicted as poor, landlocked, dependent on external resources, and predominantly non-Muslim, while Iran’s long-standing friendly relations and geopolitical partnership with Armenia are disregarded. Key historical treaties such as Golestan and Turkmenchay and shared cultural heritage that could promote regional cohesion are absent. There is a significant mismatch between the textbooks’ narrative and Iran’s broader regional and foreign policy perspectives. Without revision, this approach risks shaping students’ perceptions in ways inconsistent with historical truth and national interests. Comprehensive, accurate, and culturally balanced content revision is recommended for future textbook development.