Description
The role of the hidden curriculum in moral and value education attracts the attention of researchers as a factor that forms the worldview and behavioural orientations of students outside of formal educational practices. In the structure of the educational process, it manifests itself through unwritten rules, traditions, interpersonal relationships, the socio-cultural context of the educational environment, which affects the development of the concepts of goodness, justice, responsibility. The hidden curriculum defined models of interaction, decision-making methods, attitude to power, tolerance, and the ability to cooperate. The analysis of this phenomenon in various pedagogical systems indicates its significant contribution to the formation of moral and value orientations of students, which are formed not only through official curricula, butalso through everyday experience of belonging to the school community.
