The February 2026 se-IMPACT review of Qatar’s 2025–2026 national curriculum finds that, for a fourth consecutive year, problematic content remains unchanged across textbooks for grades 1–12, with no substantive reform since 2021–2022. The report documents persistent anti-Semitic narratives, religious intolerance toward non-Muslims, and the legitimization and glorification of violent jihad and martyrdom, alongside systematic delegitimization of Israel and rejection of the two-state solution. Anti-Semitic stereotypes portray Jews as deceitful, manipulative, and hostile, while Jewish history, identity, and ties to Israel are denied or erased. Violent jihad is presented as a religious ideal, embedded across Islamic education and other subjects. The findings underscore a sustained gap between Qatar’s official rhetoric condemning extremism and anti-Semitism and the content taught in state-approved textbooks.
The following is an executive summary of the report. For the full report, click here.
The February 2026 IMPACT-se review presents a comprehensive assessment of Qatar’s 2025–2026 national curriculum, analyzing 52 state-approved textbooks used across grades 1–12 in Islamic Education, History, Geography, Social Studies, Arabic Language, and Arabic Literature. Evaluated against UNESCO-derived standards for education toward peace, tolerance, and coexistence, the review concludes that Qatar’s curriculum has remained substantively unchanged since the 2021–2022 school year, marking a fourth consecutive year of curricular stagnation. All categories of problematic content identified in earlier assessments persist, with no meaningful reforms or corrective revisions introduced.
The review documents the continued presence of anti-Semitic narratives that rely on classic religiously motivated stereotypes portraying Jews as deceitful, arrogant, materialistic, treacherous, and hostile to Islam. Jewish history, identity, and collective rights are routinely distorted or erased, including the denial of Jewish ties to Jerusalem and Israel and the framing of Jewish self-determination as illegitimate. Instruction on World War II omits or marginalizes the anti-Semitic foundations of Nazi ideology and the centrality of the Holocaust, further contributing to historical misrepresentation.
Alongside anti-Semitism, the curriculum continues to promote religious intolerance toward non-Muslims, frequently using derogatory terminology and presenting disbelief in Islam as morally blameworthy or punishable. Violent jihad and martyrdom remain recurring and prominent themes, particularly in Islamic Education, where violence is presented as a religious ideal, and martyrdom is glorified without contextualization, ethical debate, or alternative interpretations. In the context of the Palestinian–Israeli conflict, textbooks consistently depict Israel solely as an occupying force, reject the UN Partition Plan and the two-state solution, euphemize terrorist attacks as military operations, and condemn normalization with Israel, thereby legitimizing violence rather than encouraging conflict resolution.
The report underscores a persistent contradiction between Qatar’s public commitments to combating extremism, promoting tolerance, and supporting peaceful coexistence, and the content of its state education system. Despite international scrutiny and explicit criticism, including from the U.S. State Department, Qatar’s educational materials continue to reproduce narratives of hatred and incitement. The findings raise serious concerns about the long-term social and political impact of the curriculum and its alignment with internationally accepted norms for peace and tolerance in education.
Source: “Review Curriculum National 2025-2026 1-12 Grade,” IMPACT-se, (February 2026).