This publication examines how history textbooks in the Republic of Moldova, Romania, and Ukraine present national identity, neighboring countries, and shared historical experiences. By comparing curriculum frameworks, narratives, and teaching approaches, the study highlights where the three countries’ interpretations overlap—and where they differ significantly.
The analysis shows that textbooks do not only transmit historical facts, but also shape how students understand cultural identity, borders, and regional relationships. Some narratives emphasize common heritage and cooperation, while others frame history in terms of separation, conflict, or national distinctiveness.
The report encourages educators, policymakers, and cultural institutions to reflect on how historical memory is constructed and how cross-border dialogue in education can foster mutual understanding. It offers insights for those working in curriculum development, teacher training, and cultural diplomacy in Eastern Europe.
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