Designing a Hidden and Formal Curriculum Model Based on Blended Learning in Lower Secondary Education
Keywords:
Curriculum, Hidden Curriculum, Formal Curriculum, Blended Learning, Lower Secondary EducationAbstract
The aim of this study was to design and validate a model of hidden and formal curriculum based on blended learning in lower secondary education. This study employed a mixed-methods (qualitative–quantitative) design. In the qualitative phase, thematic analysis using MAXQDA software was conducted on data obtained from 21 semi-structured interviews with experts in educational management, curriculum planning, and education administrators, resulting in the extraction of 17 dimensions, 37 components, and 100 indicators. In the quantitative phase, a descriptive-survey method was used, and data were collected through a researcher-made questionnaire from 291 school principals and teachers in Tehran selected via stratified random sampling. Data analysis was performed using structural equation modeling and partial least squares approach. The structural model analysis indicated that all paths were statistically significant and the model demonstrated good fit (GOF=0.603, R²=0.785). Among the dimensions, power structure and participation had the highest effect (0.725), while learning resources had the lowest effect (0.611). Interaction, educational participation, and learning environment emerged as the strongest predictors. All hypotheses were confirmed at significance levels exceeding the threshold (t > 1.96), and construct validity and reliability were verified. The findings indicate that a blended learning-based hidden and formal curriculum represents a multidimensional, human-centered framework in which interaction, participation, and human values are central. The effectiveness of this model depends on alignment between formal and hidden curriculum elements, strengthening learners’ active roles, empowering teachers, and improving technological infrastructure. This model provides a viable framework for enhancing learning quality and achieving educational goals.
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