Unveiling the Hidden Curriculum: Exploring the Role of Teachers in Shaping values and moral lessons for students through the hidden curriculum beyond the classroom

Abstract

In the modern educational environments continuous growth exponentially is an even more complex phenomenon, therefore the role of teachers no longer encompasses mere instruction of academic knowledge. This research investigates the complex interplay of the hidden curriculum, specifically exploring the role of teachers as leaders in molding student values and moral education outside of regular classroom environments. The current qualitative study hopes to elucidate the less overt but far more significant and pervasive ways that teachers serve as the guiding moral compass that students use to navigate their complex ethical and value judgements. The research focus on the role of teachers as ultimate moral agents is designed to help understand the rationale behind the transmission and internalization of moral values among students and form an instrumental basis for educational interventions promoting ethical citizenship and social responsibility. This qualitative research  highlights the vital responsibilities of teachers as leaders in the formation of student values and moral learning outside formal curricula, urging comprehensive measures that enhance morality as integrated part of the education experience. Through the revelation of the implicit curriculum, this study intended to equip educators with the knowledge and means to address a more morally aware and socially involved generation.