Programme Leader, Dr Nagamani Bora, shares her views on exploring the unseen forces shaping education and student development.
In today’s rapidly changing eduscapes, there is more to a curriculum that prepares students just for exams. Besides formal curriculum, strategies were adapted to cultivate curiosity, adaptability, self-directed learning, focus on career trajectories and societal contributions. All of which are possible to achieve by unravelling an inconspicuous layer under formal education that is known as ‘hidden curriculum’.
The concept of the hidden curriculum is not new and has emerged since the 1970s as a significant force shaping the learner journey. Hidden curriculum teaches powerful implicit lessons through socio-cultural dynamics, demanding greater educator awareness to shape equitable and intentional learning experiences. Understanding the hidden curriculum as it evolves in its dimensions and perspectives, is therefore essential, especially as we navigate the complexities of modern education.
Understanding the hidden curriculum: more than what’s written
From a socialisation perspective, the hidden curriculum plays a crucial role in teaching students’ societal norms and values. As they enter higher education students learn behaviours such as how to work together, compete and fit in.
While these lessons are vital for functioning in society, they also raise important questions about the pressures to conform, suppress uniqueness and fuel stress.
From a psychological perspective, the hidden curriculum significantly influences students’ emotional and psychological development. It affects their motivation, self-esteem and attitudes toward learning.
In a time when higher education faces challenges like mental health crises and a lack of community, recognising these perspectives becomes critical. Many students feel compelled to fit into predefined moulds, leading to stress and disengagement. It is therefore vital for institutions to prioritise mental health and create supportive learning environments.
The cultural perspective adds another layer of complexity to the learner journey. Higher education institutions across the UK are facing challenges to create equitable spaces by critically looking at hidden biases and unwritten rules that influence how students learn, belong and succeed.
The hidden curriculum often reflects and reinforces existing cultural norms and biases, privileging certain narratives while marginalising others. This dynamic can perpetuate inequalities, affecting students’ identities and self-perceptions.
In an era where diversity and inclusion are paramount, the hidden curriculum can either support or undermine efforts to create equitable educational environments. Students from underrepresented backgrounds may find it challenging to see themselves reflected in the curriculum, leading to feelings of alienation and impacting their academic success.
From dialogue to markets: competing educational philosophies
The dialogic perspective can emphasise the importance of relationships and dialogue in education, facilitating deeper learning through meaningful conversations and interactions that extend beyond formal assessments. Especially at times when students feel isolated, fostering a culture of dialogue can enhance engagement and create a sense of belonging. It is becoming more important to train the future in ‘cultural humility’ and ‘cultural competence’.
In the context of a neo-liberal perspective, the hidden curriculum is often shaped by market-driven values that emphasise measurable outcomes and skills. Often at the expense of broader goals like critical thinking, civic engagement or personal development, reducing education to a transactional experience.
As higher education institutions face scrutiny over their relevance and value, the challenge lies in balancing the need for skills with the cultivation of ethical and moral reasoning. Critical pedagogy can become a powerful framework that shapes how we view our roles in society – as consumers and competitors or as citizens and community members.
The critical pedagogy perspective offers a lens through which to view the hidden curriculum as a potential tool to transform oppressive structures. To advance social justice, educators must reshape hidden lessons to ensure fairness for all students.
Future-proofing education: tacit knowledge in the age of AI
The tacit knowledge perspective highlights the importance of experiential learning. The hidden curriculum transmits understandings and skills that are not explicitly taught but are learned through interactions within the educational environment. This aspect is particularly relevant in a rapidly changing job market, where adaptability and soft skills are increasingly valued.
Most of the skills derived from hidden curriculum are uniquely human and can connect individuals to the real world and their lives. However, the technology perspective may continue to be a challenge with emerging AI tools.
Over-reliance on AI can diminish human skills including conducting simple tasks like writing and thinking, weakening our innate abilities. AI will continue to reshape the educational landscape, and there is a need to future-proof students. We need policymakers and educators to step up action; to go beyond establishing ethical guidelines for AI use so that such tools don’t impact authentic learning experiences and reduced human touch in learning.
The hidden curriculum continues to show it is an interplay of technological, social and cultural factors that implicitly shape student development and requires proactive engagement to ensure equitable outcomes.
Dr Nagamani Bora is a Chair and Academic Director at University of Nottingham, UK. She spearheads strategic curriculum development, aligning pedagogy with higher education demands. Her work integrates global education, employability, inclusive excellence and SDG goals. She prepares learners for a rapidly changing workforce, ensuring graduate success through innovative, student-centered educational practices.
