Executive Summary For more than two decades, the European Union (EU) has been the largest donor to the Palestinian Authority (PA), investing billions of euros in state-building, governance, and education. This investment has been justified by Europe’s longstanding commitment to a peaceful two-state solution, grounded in coexistence and mutual recognition. One of the pillars of this commitment is the assumption that Palestinian schools, funded in large part by European taxpayers, prepare new generations for peace, moderation, and respect for international norms. The 2025–2026 IMPACT-SE review of PA schoolbooks demonstrates once again that this assumption is incorrect. After examining nearly 300 textbooks and 71 teacher guides used in grades 1–12 (including those used by UNRWA) the report concludes that the new curriculum is almost entirely unchanged, continuing a pattern of antisemitism, glorification of violence, denial of Israel’s legitimacy, and rejection of peaceful conflict resolution. Despite repeated EU declarations, deadlines, and funding conditionality, the PA has not undertaken substantive reform. This paper synthesizes the report’s findings and makes a clear case: Europe cannot credibly promote peace, counter radicalization, or uphold its own educational standards while continuing unconditional aid to an unreformed Palestinian curriculum. Conditioning aid is not punitive; it is pragmatic, moral, and necessary. 1. Key Findings of the 2025–26 Curriculum Review 1. Antisemitism as a Structural Feature Across subjects, including Arabic, Islamic Education, History, Geography, and even Math and Science, PA textbooks contain systematic antisemitic themes. Jews are collectively described as: Deceitful, treacherous, and corrupt. Manipulators of sacred texts. Greedy conspirators controlling global media and finance. Inherently immoral and destined for annihilation. The curriculum denies Jewish historical presence in the land, erases Jewish heritage sites in Jerusalem, omits the Holocaust entirely, and presents Judaism itself as a racist or exclusionary religion. This is not incidental bias; it is a coherent worldview. 2. Glorification of Violence and Terrorism The report documents extensive praise for violent acts, including deliberate attacks on civilians: Dalal al-Mughrabi, responsible for the 1978 Coastal Road massacre, is portrayed as a national hero and role model for young girls. The 1972 Munich Olympic massacre is described as a legitimate strike against “Zionist interests.” Poems, grammar exercises, and illustrations celebrate “martyrs,” “resistance fighters,” and suicide attackers. Graphic depictions, including dead children and mutilated bodies, are used in language lessons. Teachers’ guides reinforce this messaging, urging educators to praise “armed resistance” and delegitimize any alternative. 3. Jihad and Martyrdom as Aspirational Ideals Jihad is framed as a personal religious obligation and “the path to glory.” Martyrdom is glorified as a gateway to divine rewards, with students encouraged to “look forward” to death in battle. The term “martyr” appears as early as first grade, when students are taught to spell the word šahīd. This messaging has profound implications: it normalizes self-sacrifice, valorises death, and embeds violent extremism as a moral duty. 4. Politicization of Math, Science, and Civics Even technical subjects are used to promote hostility. Examples include: Counting “martyrs” in math exercises. Calculating slingshot trajectories in physics. Chemistry problems about tear gas. Biology lessons describing Israeli towns as “expelled occupation settlers.” This instrumentalization of natural sciences ensures that no educational space is neutral; indoctrination permeates every subject. 5. Dehumanization of Israelis Israelis are depicted not merely as political rivals but as monsters, demons, and sadistic murderers of children. Textbooks illustrate Israeli soldiers “laughing while killing,” “cutting off heads,” or “ripping gold from women’s ears.” Such portrayals eliminate empathy, entrench hatred, and make coexistence conceptually impossible. 6. Total Non-Recognition of Israel Israel is erased from maps and text. Instead, students learn that: The entire land “from the river to the sea” is Palestine. Israeli cities (Haifa, Tel Aviv, Acre) are “awaiting liberation.” The term “Israel” is replaced with “the Zionist entity” or “the occupation.” This is not rhetorical slippage; it is an ideological doctrine built into the curriculum. 7. Removal of Peace Content All previous references to peace agreements, including Oslo, Camp David, and Annapolis, have been removed. Arafat’s call for a “new era of peace” and all mention of a two-state solution have been deleted. The curriculum offers no vision of coexistence, only resistance until victory. 2. The EU’s Conditionality Gap Europe has repeatedly declared that aid to the PA, particularly to the education sector, must be conditioned on compliance with UNESCO peace and tolerance standards. Since 2020: The European Parliament has issued multiple resolutions demanding curriculum reform. The European Commission has announced a “Reform Matrix” and linked disbursements to progress. EU officials have publicly claimed that reform is “underway.” The report demonstrates that these claims are factually incorrect. Between 2023 and 2025: No substantive textbook reform occurred. EU deadlines (Dec 2024 for early grades, Sept 2025 for Grade 12) were missed without consequence. The PA publicly declared that the curriculum is a “sovereign matter” not subject to foreign “blackmail.” Newly announced “abridged” textbooks condense lessons but retain the same antisemitic and violent content. Moreover, during and after the Gaza war of 2023-2024, the PA introduced virtual “wartime textbooks.” These were a unique opportunity for sanitized, emergency-appropriate materials. Instead, they reproduced incitement almost verbatim, proving ideological rigidity even under crisis. The Commission continued disbursements, including salary payments to PA educators who produce and teach these materials, despite clear non-compliance. In effect, EU conditionality has become rhetorical rather than operational. 3. Why Europe Must Act Now 1. Europe’s Credibility Is at Stake Europe presents itself as a normative superpower that upholds universal values of tolerance, human rights, and peace education. Continuing unconditional funding for a curriculum that systematically violates UNESCO standards undermines this self-image and weakens Europe’s influence globally. 2. Palestinian Children Deserve Better The greatest victims of this indoctrination are not Israelis but Palestinian children, who are denied the tools to imagine a future beyond violence. Europe’s responsibility is not only diplomatic, but also moral. 3. Preventing Radicalization A curriculum glorifying martyrdom, jihad, and antisemitism contributes to a cycle of radicalization, destabilizing the region and undermining future negotiations. Conditioning aid is a preventive investment in long-term stability. 4. Strengthening the Peace Camp Reform empowers moderate Palestinian voices (teachers, parents, intellectuals) who oppose the current curriculum but lack institutional leverage. European pressure can shift internal dynamics. 5. Protecting European Taxpayers Europeans should not unwittingly fund educational content that contradicts their values, undermines their foreign policy, and fuels violence. Conditioning aid ensures accountability and transparency. 4. Policy Recommendations for the EU 1. Implement Strict, Measurable Conditionality The EU should adopt clear benchmarks, including: Removal of antisemitic content. Full recognition of Israel on maps and in text. Elimination of all references glorifying violence. Inclusion of peace agreements and historical Jewish presence. Integration of coexistence, human rights, and civic tolerance modules. Funds should be blocked automatically until independent verification confirms compliance. 2. Establish an Independent Monitoring Mechanism Monitoring cannot rely on PA declarations. The EU should fund an independent verification body, updated annually, with the authority to: Review all textbooks and teacher guides. Conduct random classroom inspections. Report directly to the European Parliament and Commission. 3. Condition Salary Payments EU payments to PA educators must be tied to: Completion of training in peace-oriented pedagogy. Use of revised, EU-verified materials. Adherence to UNESCO standards. 4. Support Alternative Educational Initiatives Europe should invest in: Civil society groups promoting tolerance. Joint Israeli–Palestinian educational projects. Digital learning platforms with peace-compliant materials. These initiatives can create a positive counterweight to the official PA curriculum. 5. Communicate Firmly and Publicly The EU should articulate that conditioning aid is not punishment, but a requirement aligned with international norms. Transparency builds legitimacy, both in Europe and among Palestinians seeking reform. Conclusion The IMPACT-SE review of the 2025–2026 PA curriculum shows that despite years of dialogue, declarations, and diplomatic pressure, no meaningful reform has taken place. Palestinian students continue to receive an education steeped in antisemitism, glorification of violence, rejection of Israel’s legitimacy, and absence of any peaceful pathway. Unconditional European aid has failed to change this reality. By contrast, clear, enforceable conditionality is the only mechanism with a track record of success in influencing PA decision-making. Europe must now align its funding with its values. For the sake of Palestinians, Israelis, and regional stability, Europe should make a simple, principled demand: European support for Palestinian education must require Palestinian education for peace.