Investigating the Effect of Hidden Curriculum on Individual and Social ‎Responsibility First grade elementary students in Tehran

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Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran ‎

2 Primary Education Specialist, First Grade Teacher, District 5, Tehran, Ministry of Education, ‎Tehran, Iran

Abstract

Background and Objectives: The present study was conducted with ‎the aim of investigating the effect of the hidden curriculum on the ‎individual and social responsibility of first grade elementary school ‎students in District 16 of Tehran. The hidden curriculum, as an ‎indicator and key competency, can pave the way for internalizing ‎responsibility in individual and social dimensions.. Methods: The ‎present research method was quasi-experimental with a single-group ‎pre-test-post-test design, and the statistical population consisted of 135 ‎students from 5 schools who were selected by cluster sampling. The ‎research instruments included the standard latent curriculum ‎questionnaire (2009) with a reliability of 0.973 and the researcher-made ‎questionnaire of personal and social responsibility with a reliability of ‎‎0.93. The data were analyzed using independent t-tests and ‎Levine.Findings: The results of the study showed that the hidden ‎curriculum had a significant effect on increasing students' personal and ‎social responsibility. The t-test confirmed a significant increase in ‎scores in all components, indicating the positive effect of the ‎educational intervention. The greatest effect was observed on planning ‎and personal discipline and environmental protection) Conclusion: ‎One of the most important components in students' individual and ‎social responsibility is the hidden curriculum; therefore, it is suggested ‎that diverse and purposeful hidden curricula be designed and ‎implemented to reduce the gap between the two types of curricula.‎

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Main Subjects

Journals of Research in Teacher Education Curriculum Studies

Articles in Press, Accepted Manuscript
Available Online from 07 June 2026

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