Abstract

This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students.