An analysis of elementary school students' experiences and interpretations regarding the role of the hidden curriculum in guiding their social skills

Hassan Khazaei; Parisima  Hoseinzadeh

doi:10.63053/ijhes.190

Authors

Hassan Khazaei Master’s Degree in Educational Management, Azad University of Chalus
Parisima Hoseinzadeh Master of Science General Psychology Khazar Non-Governmental Institute, Mahmoud Abad

DOI:

https://doi.org/10.63053/ijhes.190

Keywords:

Hidden curriculum, social skills, students, elementary school.

Abstract

The aim of this study is to explore the experiences and interpretations of fifth and sixth grade elementary school students regarding the role of the hidden curriculum in guiding their social skills. It was conducted with a qualitative research approach and phenomenological research method. The research population included fifth and sixth grade female students in District 9 of tehran, tehran Province, along with their parents in the academic year 2024-2025. The sample selection was carried out in accordance with the research objective and in a criterion-based manner (fifth grade 11 students and 6 parents, sixth grade 11 students and 6 parents). The data collection tool was semi-structured interviews and open-ended questions, and the data analysis was carried out using the coding and categorization method with Atlas software. The findings indicate the effective role of the hidden curriculum in guiding students' social skills, which is manifested in the form of performance in the school and family atmosphere, towards self-reliance, diligence, analytical power, self-knowledge, being a good citizen in society and responsibility, and coping with adverse conditions. Students' experiences of the positive and negative effects of the hidden curriculum on social skills were consistent, and the results of the present study on analyzing parents' opinions about the hidden curriculum in guiding students' social skills regarding skills such as: ability to manage affairs, having logic, self-centeredness, and relationships with family; they witnessed the positive and negative effects of the hidden curriculum on their children's social skills. We find that the hidden curriculum has a significant relationship (positive and negative) with social skills. Based on the findings, we can conclude that the hidden curriculum, with the perceptions, attitudes, and values that a learner receives from the dominant culture of the school, will create a positive context (deepening learning experiences for learners) and a negative one (if curriculum planners do not pay attention to this important factor, it will create an irreparable threat to the student's future and adulthood).

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