Phenomenology of Student's Experiences out of Hidden Curriculum in the Islamic Education Courses

Regarding the influence of hidden curriculum and the importance of Islamic educational courses in Higher Education, the present research is going to excavate the students’ experiences as well as the implied unwanted effects of hidden curriculum in the educational courses. This is done through a qualifying approach of a hermeneutic (interpretive) phenomenological method_Smith’s method. The subjects consist of the students of BA, studying in the 5th to 7th semester in Tabriz University and have greatly passed the Islamic educational courses. Participants were chosen through purposeful sampling and also through the data complement of technical engineering, basic sciences, and humanities groups. Six main fields consist of: No attention to the criteria of selection content:1.The professors’ influence; 2. The students’ relationship in the class; 3. The festivity design; 4. Time; 5. The evaluation and some of the subsidiary themes were extracted. Most of the participants mentioned that the hidden curriculum has affected onto their beliefs and attitudes. The programmers’ familiarity to the students’ experiences, acknowledgement of hidden factors in the educational courses, and emphasizing that how the students understand the goals of educational courses and how have get them meaningful to themselves, play an important role in the eradication of the courses defections and in the incensement of their effectiveness.