{"id":315,"date":"2026-05-01T10:19:34","date_gmt":"2026-05-01T10:19:34","guid":{"rendered":"https:\/\/redzine.co.uk\/index.php\/2026\/05\/01\/how-authoritarian-regimes-use-education-as-a-political-tool\/"},"modified":"2026-05-01T10:19:34","modified_gmt":"2026-05-01T10:19:34","slug":"how-authoritarian-regimes-use-education-as-a-political-tool","status":"publish","type":"post","link":"https:\/\/redzine.co.uk\/index.php\/2026\/05\/01\/how-authoritarian-regimes-use-education-as-a-political-tool\/","title":{"rendered":"How authoritarian regimes use education as a political tool"},"content":{"rendered":"
School students in a National Day parade, Asmara, Eritrea. <\/span> Angela N Perryman\/Shutterstock<\/a><\/span><\/figcaption><\/figure>\n

It\u2019s often assumed that expanding access to education is progressive \u2013 that it\u2019s a means of ensuring social, economic and political development. However, this is not always the case. <\/p>\n

We\u2019ve carried out research examining the relationship between education and authoritarianism<\/a> with a focus on Eritrea. Eritrea<\/a> has been under a single political party and leadership since its independence in May 1993. The country lacks a functioning or implemented constitution and freedom of the press. <\/p>\n

Our research<\/a> has concluded that, in countries under authoritarian rule, education is not necessarily a path to empowerment. Instead, it\u2019s a fertile ground for the spread of authoritarianism. Governments can spread their ideas and principles through repressive and ideological state apparatus \u2013 the processes and organisations they use to maintain power. This includes education. <\/p>\n

Authoritarian regimes such as Eritrea claim to address societal problems through social justice and cohesion<\/a>. However, they consolidate power around a single or dominant regime, which restricts democratic institutions and erodes civic liberties. They also apply preferential treatment based on political loyalty. People are elevated to positions of power for allegiance rather than merit. This causes division and political polarisation in the name of protecting national security. <\/p>\n

Expanding education<\/h2>\n

Authoritarian states use education to maintain political stability to ensure the survival of the regime. Although many authoritarian regimes expand access to education<\/a>, it is often used as a means of control and a tool for manufacturing loyalty. <\/p>\n

For example, since independence, the number of schools and student enrollment<\/a> in Eritrea has increased around fourfold. However, such regimes also see education as an opportunity to impose their attitudes<\/a> onto young people. They use education to keep students isolated<\/a> from ideas that may differ from or be critical of the regime. <\/p>\n

Authoritarian regimes use deception and misinformation<\/a> to uphold their ideology and extend their control. In doing so, they attempt to ensure that citizens accept the legitimacy of their rulers without question.<\/p>\n

Additionally, authoritarian regimes politicise the school curriculum. They manipulate content<\/a>, such as in history and citizenship education. This is used to mislead citizens and make them supporters<\/a> of the degradation of human rights<\/a>.<\/p>\n

\n \"Building
\n Flags on a government building in Asmara, Eritrea.<\/span>
\n Angela N Perryman\/Shutterstock<\/a><\/span>
\n <\/figcaption><\/figure>\n

For example, Eritrea\u2019s school curriculum normalises the creation of a militarised citizen<\/a> who upholds the Eritrean People\u2019s Liberation Front\u2019s<\/a> legacy and revolutionary culture. Similarly, North Korea uses school education<\/a> to shape students\u2019 behaviour, attitudes and beliefs to be compatible with and supportive of the regime. This is often supported by controlling the teaching and learning process and the academic environment. <\/p>\n

Monitoring teachers and research<\/h2>\n

Authoritarian regimes recognise that safe education spaces<\/a> can help students develop critical thinking and eventually question the country\u2019s political system. They monitor teachers and school leaders, and promote those loyal to the regime\u2019s ideas and principles. And, rather than encouraging critical thinking<\/a>, they foster students\u2019 sense of nationalism and patriotism.<\/p>\n

Academic research is also a target of authoritarian regimes because of its scrutiny of government policies and actions. Researchers\u2019 academic freedom is limited, and their choice of research topics<\/a> is policed. <\/p>\n

Most of these control measures are imposed in the name of protecting national security. For example, Eritreans are not allowed to conduct critical research<\/a> that challenges the existing systems, inequalities and power structures of the country.<\/p>\n

Researchers who cross the boundaries and criticise authoritarian regimes are silenced<\/a>. Some are fired from their jobs while others face prison terms. <\/p>\n

Meanwhile, authoritarian regimes rely on loyal academics<\/a> to promote the state\u2019s narrative. Loyal academics are also used to conceal authoritarian regimes\u2019 failures by presenting selective evidence. <\/p>\n

Many authoritarian states, such as China<\/a>, Eritrea<\/a> and North Korea<\/a>, also incorporate military training into education. They blend political and ideological instruction to sustain their power. They teach students discipline and promote patriotism<\/a> to develop loyal and obedient citizens. <\/p>\n

Militarisation education sometimes places teachers and school leaders under military control. In Eritrea, all secondary school students complete their last year under military authority<\/a>. This approach leads students to drop out<\/a> of school. Additionally, it causes students and teachers to leave the country. <\/p>\n

Authoritarian regimes manifest their true nature by spreading their ideas and principles. Our research shows that the education system is one of the most important levers in the propaganda machine for authoritarian countries.<\/p>\n

\"The<\/p>\n

Samson Maekele Tsegay is a Research Fellow at Anglia Ruskin University. <\/span><\/em><\/p>\n

Zeraslasie Shiker is a PhD researcher at the University of Leeds. <\/span><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

School students in a National Day parade, Asmara, Eritrea. Angela N Perryman\/Shutterstock It\u2019s often assumed that expanding access to education is progressive \u2013 that it\u2019s a means of ensuring social, economic and political development. However, this is not always the case. We\u2019ve carried out research examining the relationship between education and authoritarianism with a focus […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-315","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/315","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=315"}],"version-history":[{"count":0,"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/315\/revisions"}],"wp:attachment":[{"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=315"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/categories?post=315"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/redzine.co.uk\/index.php\/wp-json\/wp\/v2\/tags?post=315"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}