The Identification and Explanation of Hidden Curriculum in Architecture Education (A Case Study: Faculty of Architecture, Ilam University)

Hidden curriculum includes a set of established learning in the culture of educational institutions, which learners experience as some norms and values. Meanwhile, the architecture students, due to the special nature of practical lessons and close interaction between faculty members and students, receive greater effects from hidden curriculum. Therefore, this research was formed with the purpose of studying the hidden curriculum of the architecture discipline. To this aim, the lived experience of 21 undergraduate students in architecture engineering at Ilam University was evaluated using snowball sampling and semi-structured interviewing tools and qualitative content analysis method. The research unit for analysis was the content and the reliability of the research was 0.83based on the agreement between the coders. According to the findings, 22 components of the hidden curriculum were identified and by using the content network analysis, the theory of "transaction of benefit" was formed that illustrated the facts in the interaction of individuals with each other in the context of the faculty of architecture. The results of this study led to the identification of the factors creating hidden curriculum in the architecture discipline under the terms of "knowledge", "insight", "preparation" and "supervision".