Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

The Potentials of the Hidden Curriculum in Gender Education for Second-Grade Elementary Students: A Phenomenological Study

Document Type : Original Article

Authors
1 Teacher/ Master’s Degree in Curriculum Planning, Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract
This study aims to identify the hidden curriculum potentials within gender education for students in the second grade of elementary school. This applied research employs a phenomenological, qualitative approach. Participants included experts, teachers, and students, selected through purposive sampling until data saturation was reached, with a total of 46 interviews conducted. Ethical considerations were observed through the presentation of informed consent forms. Data were analyzed using a seven-step Colaizzi strategy, with coding and extraction. Validity was established via Lincoln and Guba's criteria. Findings were categorized into three areas: the domains of gender education in schools, challenges, and strategies. The data revealed that, based on teachers’, experts’, and students’ experiences, the domains of gender education include: existing contexts and behaviors, functions, conditions, facilitators, as well as students’ experiences, such as positive outcomes, adverse consequences, limitations, and sources of learning. Challenges identified encompassed unfavorable opportunities, perceptual restrictions, contextual issues, institutional conflicts, and cultural biases. Strategies to address these challenges involve empowerment approaches, legitimacy, student support, management excellence, participation of social institutions, and research initiatives. The results indicate that various potentials within the hidden curriculum framework exist for gender education, which can inform policies and planning by educators and program designers.
Keywords

Subjects


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  • Receive Date 12 July 2025
  • Revise Date 23 September 2025
  • Accept Date 06 October 2025