Iran in the Curriculum!
When the events of 2026 are transformed into pages in the tenth-grade history textbook, Kuwait is not merely recording transient facts, but preserving for future generations a chapter of its national memory, and a practical experience and struggle to confront aggression. It also documents the Iranian attacks by missiles and drones that targeted vital installations, civilian sites, government facilities, and residential areas, resulting in the martyrdom and injury of numerous individuals. This scene clearly demonstrated that Kuwait’s security and sovereignty are not mere headings in books, but national responsibilities linked to the lives of people, the stability of the state, and the continuity of its institutions and operations. Furthermore, incorporating these events into the educational curriculum carries implications that transcend the boundaries of the school textbook; it moves the incident from the realm of daily news to that of documented history, providing future generations with material to nourish their memory and an opportunity to learn what happened through educational sources, free from conflicting narratives and rumors that often accompany major crises and events. Most importantly, teaching this period should not stop at listing the missiles, drones, and targeted objectives in a narrative manner; rather, it should present the student with the broader picture... to firmly embed in their minds the meaning of state sovereignty!
It should also illustrate how state institutions mobilize and interact when their security is threatened? And how can society maintain its cohesion during moments of anxiety and crisis, standing as one united front?
Here, the subject of history transforms into a lesson in citizenship, and the painful event becomes knowledge that strengthens national awareness. Moreover, documenting these attacks imposes an ethical and professional responsibility on educational institutions to present facts accurately, distinguishing between documented information and unverified narratives, and teaching students how to engage with official sources, especially in an era where images and information spread within seconds, and where truth can easily become entangled with rumors and interpretations with facts, particularly in the age of artificial intelligence.
Furthermore, new generations have the right to know what their country endured, to understand the magnitude of the challenges faced by the state and society, and to learn from that experience that national unity is not just a slogan, but a real force that emerges when the country faces danger. It also teaches that the importance of state institutions is not measured only during times of stability; rather, their value, effectiveness, and the performance of leaders and specialized staff become evident during moments of crisis.
At the same time, preserving national memory does not mean turning curricula into spaces for hatred or holding populations responsible for the policies of their governments. The Kuwaiti education that future generations deserve is one that combines pride in the homeland and commitment to its sovereignty on one hand, with respect for peoples, international law, and the values of peace on the other.
From this perspective, documenting the events of 2026 in the history textbook can be more than just a modern addition to the curriculum. By the way, why only the tenth grade? It should encompass all grades! This would send a message to future generations that nations preserve their memory through science and documentation, not only by educators, but also by drawing lessons from the experience of every government agency that directly faced the threat, ensuring the curriculum is rich with information and images, rather than being merely rhetorical discourse!
It is essential that what the society endures during its difficult moments transforms into knowledge from which the future can benefit. History is not just pages about the past; it is the memory of peoples and their continuous lesson. Kuwait and its sons have the right to ensure that the reality of what they endured remains documented, and that the next generation knows how their homeland confronted the Iranian threat and its allied militias, how Kuwaiti society maintained its cohesion, and how it emerged from the crisis with greater awareness of the value of security, sovereignty, and national unity.
In short, events may come to an end, missiles may cease, and sirens may fall silent, but the national memory must never be silenced; it should speak with fluency and confidence across generations and through time. And God Almighty is the ultimate source of help in all circumstances.
