Dominant Culture in Iran’s Primary School Textbooks: A Comparison Between Individualism and Collectivism

The present study aimed to evaluate cultural values and tendencies in Iranian primary school textbooks. This study used a comparative, descriptive approach employing content analysis for data analysis. The study population consisted of five primary school “Gifts of Heaven” (Religious Instruction) textbooks, which were selected through targeted sampling and analyzed in full. Two lists were used to code the content of the textbooks, one for individualistic-collectivistic values and the other for cognitive tendencies. Individualistic and collectivistic values were found in the studied textbooks, with collectivism being more prevalent. Self-direction and tradition were the most frequent components of individualism and collectivism, respectively, while stimulation and benevolence were least frequent. The textbooks showed a balance between individualistic and collectivistic tendencies. Individualistic and collectivistic categories were similarly distributed across grade levels, with greater prominence in textbooks for grades three to six. Lower grade levels, especially second grade, had a higher prevalence of collectivist elements compared to higher grades when examining the cognitive tendencies in studied textbooks. The study provides insights on Iranian cultural values in education. Iranian Gifts of Heaven textbooks show a balanced representation of individualistic and collectivistic values. This balance is essential in promoting respect for different cultures among students and facilitating their understanding and appreciation of cultural diversity. The key recommendation is for Iranian curriculum planners to maintain a balanced perspective that avoids radical deviations towards any one value and to prioritize including educational materials that expose students to diverse cultural perspectives, resulting in a more inclusive and tolerant society.