History plays a fundamental role in shaping the identity of a nation. Research indicates that the subject of history in upper secondary education faces multiple challenges. The purpose of this study is to examine the extent the content of secondary school history textbooks and university curricula align with Qur’an Tafsir in historical studies. The research employed a qualitative approach based on thematic content analysis, utilizing open and axial coding after document review. The research population consisted of Qur’anic Tafsir, history textbooks published by the Ministry of Education, and history curricula approved by the Ministry of Science, Research and Technology. In analyzing verses related to “Seyr through the earth” and deriving lessons from the fate of past nations, six verses with relatively similar structures were identified. The educational corpus included history textbooks for grades 10–12 at the secondary level and history curricula at the university level. The sample included four major Qur’anic Tafsir (Al-Mizan, Nemuneh, Tasnim, and Noor); the history textbook of grade 12 at the school level; and the master’s curriculum in history at the university level. Given the conceptual overlap between “Seyr through the earth” and “mobile learning,” the researcher also reviewed literature on mobile learning and incorporated its insights into recommendations for revising history content. The findings indicate that Qur’anic guidance receive little practical attention in current history textbooks and academic curricula. Accordingly, it is recommended that, alongside adherence to Qur’anic guidance, the potential of mobile learning technologies such as Augmented Reality (AR) and Virtual Reality (VR) be harnessed.