The curriculum is now entirely free of antisemitic content, with the final, few remaining examples removed, says the Institute for Monitoring Peace and Cultural Tolerance in School Education.
By Yossi Lempkowicz
A new report on textbooks in Saudi Arabia for the 2025-26 school year published by IMPACT-se (Institute for Monitoring Peace and Cultural Tolerance in School Education), reveals that textbooks have continued the trajectory of significant moderation.
The curriculum is now entirely free of antisemitic content, with the final, few remaining examples removed, said IMPACT-se CEO, Marcus Sheff.
IMPACT-se’s previous review of the 2023–24 Saudi curriculum documented significant progress in reducing antisemitism and discriminatory content, including the removal of passages portraying Jews and Christians negatively.
The reforms also reflect some of the broader objectives of Saudi Arabia’s Vision 2030, which seeks to modernize education and promote greater openness.
This previous report also noted revisions to teachings promoting male superiority, women’s obedience to men, restrictions on women serving as judges, and victim-blaming for sexual harassment.
The new review finds that this reform trajectory has continued, with further advances in moderation, tolerance, critical thinking, and coexistence, alongside additional continued reductions in extremist and intolerant content.
Building on previous reforms, the final remaining examples of antisemitism have now been removed from the curriculum. While some areas of concern remain, many of the most problematic themes identified in earlier IMPACT-se reports have now been substantially reduced or eliminated, bringing the curriculum increasingly into line with UNESCO’s standards of peace and tolerance in education.
The report examines 136 textbooks spanning multiple humanities subjects, identifying changes in the 2024-25 and 2025-26 curricula.
Messages promoting dialogue, coexistence, and critical thinking continue to feature prominently across the Saudi curriculum. Students are encouraged to engage respectfully with other cultures and viewpoints, with a Grade 10 Critical Thinking textbook describing dialogue and coexistence as fundamental human needs and encouraging the identification of shared values across societies.
Islamic Studies textbooks likewise present positive models of interfaith relations, including the Prophet Muhammad’s kind treatment of non-Muslims, highlighting his peace agreements with Jews, Christians, and Arab tribes. The curriculum also reinforces respect for diversity through lessons on racial discrimination and intellectual openness.
Lessons on jihad and armed conflict continue to move away from glorifying violence, reinforcing the curriculum’s broader emphasis on state authority, and the protection of civilians. For example, a Grade 9 Islamic Studies textbook now unequivocally prohibits harming non-combatants during war, removing earlier language that allowed exceptions when deemed “necessary.” Additionally, a Grade 12 Rhetoric textbook no longer contrasts fear of death with the ideal of embracing martyrdom in battle, removing a passage which had celebrated a mother’s pride in her sons’ deaths at the Battle of Yarmuk.
Although jihad continues to be presented primarily in its military sense, it is presented as a duty that may only be undertaken under the authority of the Saudi ruler. A Grade 10 Islamic Studies textbook also reinstates a passage linking jihad to obedience to the King, partially reversing an earlier reform.
Marcus Sheff said : ‘’In fact, the Saudi curriculum has never been more positive in its portrayal of religious minorities or more encouraging of peace and tolerance. The overall trajectory is extremely encouraging and will inevitably contribute to greater regional stability and understanding.”