Exploring the Hidden Curriculum as a Catalyst for Moral Development among Secondary-Level Students in Private Schools of District East, Karachi

Abstract

This qualitative study explores the influence of the hidden curriculum on the moral development of secondary-level students in private schools located in District East, Karachi. While formal curricula are carefully structured and assessed, the hidden curriculum comprising implicit values, norms, behaviours, and social expectations conveyed through school culture, teacher-student interactions, peer influence, and institutional practices plays a critical but often overlooked role in shaping students' moral outlook.Using a constructivist interpretive approach, the study investigates how secondary school students internalize moral values through informal educational experiences. Data were collected through semi-structured interviews with teachers and students, classroom observations, and analysis of school documents such as codes of conduct, assembly scripts, and behavioural policies. Thematic analysis was employed to identify recurring patterns and insights related to students' moral reasoning, behaviour, and ethical decision-making. Findings suggest that the hidden curriculum significantly contributes to students' moral development both positively and negatively depending on the modelling of behaviour by teachers, institutional discipline policies, reward systems, peer dynamics, and the overall school ethos. The study highlights the need for educational leaders and policymakers to recognize, monitor, and intentionally shape the hidden curriculum to promote holistic moral education. This research provides valuable insights for school administrators, curriculum planners, and teacher educators aiming to foster character development alongside academic achievement within private educational settings.