Abstract

Given the rapid rise in cultural and informational transparency, the educational curriculum in Saudi Arabia seeks to cultivate intellectual security and national identity among pupils. This study aims to review the content of English language textbooks at three educational stages to assess the representation of topics of intellectual security and national identity. Additionally, the study conducted interviews with EFL instructors from three grade levels to get their insights on the support textbook concerning intellectual security and with a tailored content analysis checklist. The study evaluated the representation of intellectual security and national identity at various educational levels, and thematic analysis was utilized to analyze qualitative data from interviews. The findings revealed that intellectual security and national belonging were gradually incorporated into the curriculum. The research recommends the systematic and coherent integration of topics about intellectual security and national identity in English language textbooks from the first stages of school. Findings could assist curriculum developers, educators, and policymakers in enhancing learners' linguistic proficiency while simultaneously fostering belonging and cultural identity in learning foreign languages.

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