Textbooks are compiled based on the curriculum and are tools for implementing the curriculum, and they are the central teaching materials that teachers use to implement the curriculum in the field when teaching. In particular, science subjects have a high level of conceptual hierarchy, so science textbooks must secure connectivity for learners’ smooth understanding. It is necessary to compare Korean textbooks with foreign textbooks to understand how the structure of scientific concepts is described. In the 21st century, biotechnology has been attracting attention as an industry with global economic value, and as many biotechnology technologies have been commercialized, they have become closely related to our daily lives. Accordingly, the importance of biotechnology is being emphasized. Therefore, this study compared how biotechnology concepts are described in Korean and Iranian life science textbooks. The biotechnology unit was analyzed by dividing it into the ‘Genetic and bioengineering’ and ‘Uses of Biotechnology’ domain. To compare the textbooks, three Korean approved textbooks and one Iranian national textbook were selected. The concept network was analyzed as a concept network and a connected concept network using the NetMiner 4.0 program. When comparing and analyzing the concept network and the main concept network as a result of the study, it was found that the Korean textbook had more concepts and a more complex network than the Iranian textbook. In addition, through the analysis of the connected concept network, it was found that many concepts were commonly used in both Korea and Iran. Based on this study, additional research should be conducted to compare concept networks described in textbooks with student concept networks.