Examining the Hidden Curriculum of the Physical Environment in Higher Education

Abstract

In this grounded theory study, the hidden curriculum of the physical environment is examined. Hidden curriculum conveys unstated norms, values, and ideas in an educational setting. The physical environment, which carries information about social order, the nature of the learning process, and the roles of teachers and students, is one area covered in literature on hidden curriculum. In this respect, the primary objective was to examine the physical environment as hidden curriculum in university education. Semi-structured interviews were used to gather data in two different ways: Walking interviews and photo-elicitation. 93 undergraduate students from seven different contexts were included in the sample at one public university in Ankara, Türkiye. Using the Nvivo qualitative analysis program, data were analyzed using open, axial, and selective coding within the grounded theory framework. The study identified three key aspects of the physical environment as hidden curriculum: (1) the physical environment's impact on students' socialization, feelings, and ideas regarding field specificity of building; (2) meaning of the physical environment as a symbol of the university, and (3) the physical environment's invisible aspects, which depend on the researchers' backgrounds and ideologies.