Purpose This article aims to analyse Italian governmental policies on primary school history textbooks between 1923 and 1928, positioning them within the broader international discourse on cosmopolitan history teaching post-First World War. It investigates how an initial focus on pedagogical quality under the Gentile reform progressively shifted, with the Fascist regime transforming textbook selection into a tool for nationalist and ideological indoctrination. The study highlights Italy’s divergence from internationalist ideals and the co-option of educational quality control mechanisms for political ends. Design/methodology/approach This study employs a historical analysis, examining primary sources such as Italian governmental decrees and reports from the Central Textbook Examination Commissions. It also integrates Italy’s engagement with international forums, including the League of Nations, the Third International Congress of Moral Education, the Carnegie Endowment’s investigation, and the 1928 Report on Nationalism in History Textbooks. The methodology involves comparing Italian policy developments with international initiatives to reveal their contrasting trajectories regarding history education. Findings The findings reveal that while early Fascist educational reforms initially emphasised pedagogical quality, the regime swiftly instrumentalised textbook selection and approval processes to propagate nationalist and Fascist ideology. Italy increasingly diverged from international efforts advocating for cosmopolitan and peaceful history teaching, exemplified by critical reports from Italian textbook commissions contrasting with international ideals. This culminated in the adoption of state-mandated textbooks, ensuring complete ideological conformity and demonstrating the regime’s co-option of educational control. Research limitations/implications A limitation is the specific focus on primary school history textbooks and a defined timeframe (1923–1928), which may limit broader generalisations about the entire Italian education system or longer historical periods. Future research could extend this analysis to secondary education or examine the long-term impact of these policies. The implications include highlighting how political shifts can rapidly commandeer educational systems, underscoring the constant need for vigilance against ideological manipulation in curriculum development. Practical implications This research offers practical insights for contemporary educational policymakers and curriculum developers. It demonstrates the critical importance of safeguarding educational autonomy and pedagogical integrity against political interference. Understanding historical instances where education was co-opted for ideological purposes can inform strategies to ensure that history teaching fosters critical thinking, balanced perspectives, and international understanding rather than narrow nationalism or partisan indoctrination. It reinforces the need for transparent and academically driven textbook review processes. Social implications The article underscores the profound social implications of history education, particularly its capacity to shape national identity and inter-group relations. The Fascist regime’s use of textbooks to instil nationalist and militaristic values showcases how education can be leveraged to foster division and prejudice. Conversely, the international efforts for cosmopolitan history teaching highlight education’s potential to promote peace, solidarity and mutual understanding among diverse populations, emphasising its crucial role in societal cohesion and global citizenship. Originality/value The originality of this article lies in its dual focus: it reconstructs the internal evolution of Italian educational policies – moving from the pedagogical concerns of the Gentile Reform to Fascist ideological indoctrination – while simultaneously placing these events within the broader international debate on 'cosmopolitan' history teaching. By analyzing the reports of the Central Textbook Examination Commissions alongside the activities of international bodies like the Carnegie Endowment and the Foreningen Norden, the study reveals how the Fascist regime strategically co-opted quality-control mechanisms to serve political ends. This comparative approach provides a unique perspective on the failure of transnational educational reforms to influence domestic policy during the 1920s.
Beatrice Partouche (Fri,) studied this question.