Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 6 24 2024 01 01 Gender (In)equality in Mandated English Language Textbooks in Iran: Teachers’ Perceptions and Implications 37 48 196695 10.22034/iepa.2024.421611.1451 EN Mahnaz Azad English Language Department, East Tehran Branch, Islamic Azad University, Tehran, Iran 0000-0001-5782-5108 Zahra Sadat Hosseini Ahmadabadi TEFL Department, South Tehran Branch Islamic Azad University, Tehran, Iran 0009-0009-2040-7266 Journal Article 2023 10 21 EFL textbooks play a challenging role in underpinning or imposing certain ideological values, such as gender-related values on students. Thus, this inquiry examined Iranian high school teachers’ perceptions of the issue in mandated EFL textbooks (Vision series). This study adopted an exploratory descriptive method with a qualitative approach to collect and interpret the data. The population comprised all members of the Iranian high school EFL teachers’ channel from whom, thirty teachers were selected through a volunteer sampling method. As the study concurred with the COVID-19 pandemic, a researcher-made semi-structured interview was administered via WhatsApp and Telegram, and then, the responses were analyzed and interpreted using thematic analysis via the Nvivo 12 software. The data analysis showed that most teachers believed in the unequal representation of male and female characters in the series. Moreover, it was held that gender representation has educational effects on students' learning motivation, desire, and educational goals through the creation of gender stereotype roles. The findings revealed the permanence of male dominance in the textbooks and highlighted the must for the stakeholders to address gender inequalities as one of the most crucial sociocultural concerns of Iranian EFL educational textbooks. https://journal.iepa.ir/article_196695_76f1f4e3b170d1d94b0e614974d37992.pdf