Islamic Ideologies, National Identity or Intercultural Competence: A Critical Content Analysis of Iranian EFL Textbooks

This study critically analysed the content of the Iranian EFL (English as a Foreign Language) textbook series, Prospect, to examine the representation of Islamic and Iranian ideologies and the potential implications for the development of intercultural competence among Iranian learners. Using a combination of quantitative content analysis and qualitative thematic analysis, the study investigated the frequency and categories of Islamic and Iranian ideological content in the textual and visual components of the textbooks. The findings indicated a strong emphasis on the inclusion of Islamic values, traditions, and cultural elements throughout the Prospect series, accounting for 54% of the overall textual content compared to 46% for Iranian elements. The visual representation exhibited the same imbalanced distribution, with Islamic imagery continuing to dominate the visual representations. The qualitative analysis further revealed that the textbook content reflects a concerted effort to incorporate Islamic ideologies, including religious beliefs, practices, and moral teachings, across various categories such as content, language, visuals, cultural references, and values. While the textbooks did include some Iranian cultural elements, the overall approach suggests an aim to align the materials with the ideological priorities of the Iranian government and educational system. These results raise concerns about the Prospect series’ ability to foster true intercultural competence among learners, as the limited inclusion of international or target culture elements may hinder their preparation for effective cross-cultural communication. The study calls for a more balanced and inclusive approach to cultural representation in Iranian EFL textbooks, one that integrates both local and global perspectives to better meet the needs of language learners in a globalized world.