The purpose of this study is to compare the secondary school curricula of Iran and China in terms of promoting childbearing. A qualitative comparative research method was employed, using Bereday’s approach, with countries selected based on the strategy of different social systems and educational outcomes. Data were collected through documentary analysis and searches on the official websites of the Ministries of Education of both countries. The findings indicate that both countries emphasize the importance of socialization in their philosophical foundations of education. Common goals in both curricula include preparing students for future life, fostering ethical commitment, and promoting responsibility toward others. Similarities in the content of the curricula include references to family health, reproductive health, and demographic issues. However, differences exist in the philosophical approaches, particularly in the extent to which religion and religious rulings are addressed in educational content related to marriage and childbearing in secondary schools. The Chinese curriculum places greater emphasis on developing negotiation skills and critical thinking compared to Iran’s. Differences in content include the inclusion of technology courses in China’s common curriculum and religious rulings in Iran’s