The death penalty, as one of the most severe and irreversible forms of punishment, has always been a subject of serious debate among legal scholars, sociologists, and human rights activists. In the Islamic Republic of Iran, execution has not only been a judicial tool, but also a political and ideological one, used in many cases to suppress protests, eliminate opponents, and instill fear in society. The continued and widespread implementation of the death penalty in Iran – especially against juveniles, protesters, ethnic and religious minorities, and individuals without access to fair trials – has raised serious concerns about the state of human rights in the country.

In such circumstances, one of the duties of social activists, especially teachers’ union activists, is to explain the human, psychological, social, and legal consequences of implementing the death penalty for the new generation; a generation that holds the future of this country and is in greater need than others to understand the roots and consequences of systematic violence. However, the bitter reality is that the formal education structure in Iran – including schools and universities – not only lacks the necessary capacity to address such issues freely and critically, but also in many cases serves to reproduce the official ideology and purify the functions of the system.

In the midst of all this, the role of teachers, especially those who are actively involved in trade and social movements, becomes more prominent than ever. These individuals can use their position among students and families to convey messages of awareness from the heart of the classroom – even in a symbolic or indirect form – to the wider community. Teaching about the death penalty provides an opportunity for deeper discussions about the concept of justice, human rights, human dignity, and individual and collective responsibility. While these discussions may face limitations and intense pressure, they can ignite sparks of critical thinking in the minds of young people.

Therefore, shaping parallel and popular educational mechanisms has become an urgent and historical necessity. Non-formal education can be effective tools for enlightenment and awareness. These can include free classes, educational campaigns, digital content, family and community gatherings, and even personal narratives on social media platforms. These teachings should be designed in a way that not only provides accurate and documented information about judicial processes, violations of defendants’ rights, and the social and psychological consequences of execution, but also help adolescents and young people – and in fact the younger generation and the future – to develop an analytical, ethical, and human perspective on the issue of punishment.

Educating a conscious generation that can stand against violent policies, relying on knowledge, empathy, and a sense of social responsibility, requires a broad and sustainable platform of critical and independent education. This is the only way to bring about structural changes in the public perception of the death penalty and ultimately pave the way for its elimination from the country’s legal system.

Education, especially in times of political and cultural oppression, is a form of resistance; a nonviolent yet effective resistance that shapes the future with the seed of awareness. In this path, even the smallest steps, such as planting the seed of questioning in a young mind, can be the catalyst for a great change.