Abstract In authoritarian contexts, the organization of academic knowledge and scholarly practices is often shaped by both formal policies and subtle social mechanisms, including disciplinary norms, faculty networks, and informal negotiation strategies. Within this framework, autocratic governments frequently restructure social and political science education, designating it as a ‘sensitive field’ to prioritize ideologically sanctioned topics and embedding regime-aligned imperatives within academic institutions. This paper examines Iran as a case study to explore the effects of state-led Islamization policies (of humanities and social science) on political science curricula, research orientations, and institutional practices. Drawing on a systematic analysis of undergraduate curricula and academic research agendas, with a focus on published papers in Iranian political science journals, the paper demonstrates that these transformations reduce disciplinary diversity, marginalize comparative and interdisciplinary approaches, and constrain the role of political science as a site of civic and intellectual engagement. Rather than a neutral adaptation of academic fields, the Islamization of political science in Iran represents a deliberate strategy of knowledge control aimed at aligning education with authoritarian governance. The findings highlight how such interventions narrow the possibilities for academic inquiry and reshape the societal functions of higher education, contributing to broader debates on authoritarianism, curriculum design, and the global politics of knowledge production.
Arash Beidollahkhani (2026) studied this question.