A hidden curriculum encompasses all the unwritten, unofficial, and unintended lessons and
perspectives that students learn in school, including norms, values, and beliefs (Li, 2019). In
other words, they are the lessons that are learned, although not openly intended to be taught in
schools. It is described as a hidden curriculum because it is not usually acknowledged and
examined by all the players in education, including students, educators, and the wider
community (Elliot et al., 2020). It is essential that faculty be aware of this concept in
their program curricula because it often presents a biased view of an event, people, and actions.
Some of the most effective ways that faculty use to identify hidden curriculum include surveys,
focus groups, asking questions, watching behavior of students, and assessing how well students
understand the perspectives of others in specific situations (Elliot et al., 2020). Faculty can also
influence the curriculum concept by teaching problem-solving building lessons that include
simulations, experiments, and case studies (Elliot et al., 2020).

In other words, they are the lessons that are learned, although not openly intended to be taught in
schools. It is described as a hidden curriculum because it is not usually acknowledged and
examined by all the players in education, including students, educators, and the wider
community (Elliot et al., 2020). It is essential that faculty be aware of this curriculum in
their program curricula because it often presents a biased view of an event, people, and actions.
Some of the most effective ways that faculty use to identify hidden curriculum include surveys,
focus groups, asking questions, watching behavior of students, and assessing how well students
understand the perspectives of others in specific situations (Elliot et al., 2020). Faculty can also
influence this type of curriculum by teaching problem-solving building lessons that include
simulations, experiments, and case studies (Elliot et al., 2020). Use MLA