One of the key aspects of adolescence is the formation of social identity—a process through which individuals recognize and accept their roles, responsibilities, and positions in society. This process is not solely shaped within the family and requires special attention from other institutions, particularly the education system. Through school textbooks, the educational system can guide and support students in developing their social identity. The textbook Religious Education: From Me to God, with its emphasis on the meaning of life centered on servitude to God, is based on human nature and Islamic educational theory. It seeks to help students not only in self-purification and moral development but also in discovering their social role and contributing meaningfully to society.

Considering the significance of this subject, the present study aims to examine the relationship between the content of the textbook Religious Education: From Me to God (newly revised edition) and the enhancement of social identity components—including unity, dignity, sense of belonging, and responsibility—among seventh-grade female students. This research was conducted using a qualitative method and thematic analysis. Data were collected through in-depth interviews with 50 participants, including students, teachers, and parents, in District 5 of Tehran.

Findings indicate a meaningful relationship between the textbook's content and the reinforcement of social identity components. Purposeful instruction using this textbook can lead students to a deeper understanding of their position in the social world, acceptance of personal and social responsibilities with a monotheistic perspective rooted in human nature, and contribute to their spiritual and cultural growth.