Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

Identifying the Components of the Shadow Curriculum in the Primary School of the Iranian Educational System: (Dimensions, Reasons and Consequences)

Document Type : Scientific - Research

Authors
mohammad mahdi Shabani 1
Kourosh Fathi Vajargah 2
Mohammad Taghi Roodi 3
1 Ph.D. Student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
2 Professor, Department of Curriculum Planning, Faculty of Educational Sciences and Psychology, Shahid Beheshti University. Tehran, Iran
3 Assistant Professor, Department of Primary Education, Faculty of Educational Sciences, Farhangian University, Tehran, Iran
10.48308/mpes.2026.239710.1590
Abstract
Objectives: The shadow curriculum functions like a phantom that casts a heavy influence over the formal curriculum of the educational system through the collective and implicit awareness of teachers and students, potentially diverting it from its intended path. Such deviations at the primary level can distance learners from the core objectives of the curriculum, even at higher educational levels. Therefore, the present study aims to identify the components of the shadow (underground) curriculum at the primary level. Specifically, the researcher seeks to identify the components related to its dimensions, causes, and consequences within the formal primary education system.
Materials and Methods: This study adopted a qualitative approach and employed a phenomenological method. The participants were primary school teachers from Saveh who were selected through purposive sampling using the key informant technique. Their lived experiences were explored and collected. Data were gathered through semi-structured interviews. Theoretical saturation was achieved after 11 interviews, and the data were analyzed using inductive qualitative content analysis. To ensure the trustworthiness of the study, the four criteria proposed by Lincoln and Guba (1985)—credibility, dependability, confirmability, and transferability—were employed.
Discussion and Conclusion: Based on the research findings and the analysis of the interview data, a total of 10 core categories and 29 main categories were identified. Regarding the components related to the dimensions of the shadow curriculum, three core categories were identified: teaching methods, assessment methods, and the management of teaching–learning processes. Regarding the causes of the emergence of the shadow curriculum at this educational level, four core categories were identified: curriculum elements, economic factors, educational factors, and supervisory factors. Additionally, the components related to the consequences comprised three core categories: challenges faced by learners, challenges faced by teachers, and challenges related to the general goals of education. The findings concerning the dimensions of the shadow curriculum in primary education indicate that the dominant approach to implementing qualitative-descriptive assessment guidelines tends to be quantitative in nature. Furthermore, feedback is not provided in accordance with the official objectives, and the assessment process is not taken seriously by students. Regarding teaching methods, the findings reveal a lack of attention to active teaching methods in classrooms, resistance to their implementation, and even the omission of certain parts of the curriculum content. Another dimension concerns the management of teaching–learning processes, which reflects time and classroom management practices that deviate from officially prescribed curriculum standards. With respect to the causes of the shadow curriculum, the findings suggest that a combination of interrelated factors—including a mismatch between the time allocated and the volume of curriculum content, insufficient salaries and benefits for teachers, limited financial and educational resources, inadequate attention by policymakers to pre-service and in-service teacher training, and insufficient monitoring of curriculum implementation by inspectors—has led to practices that conflict with the formal curriculum. Ultimately, the shadow curriculum can create challenges for learners, such as a lack of engagement with the curriculum, weaknesses that become apparent at higher educational levels, and disruptions in academic and career guidance processes. It may also result in reduced teacher motivation to participate in training programs and educational initiatives, as well as damage to teachers' professional standing in the eyes of families and students. From a broader perspective, the shadow curriculum may push the general education system toward credentialism rather than the transmission and development of knowledge, thereby diminishing learners' research capacity and motivation. Given the findings regarding the impact of the shadow curriculum and the challenges it poses for the education system and its stakeholders—including deviations from formal curriculum objectives, the implementation of practices that conflict with official guidelines, and negative effects on teacher and learner motivation—it is essential to examine this phenomenon and address its underlying causes. These causes include curriculum-related, educational, supervisory, and economic factors. Addressing them in light of the research findings is necessary to enhance the quality of the teaching–learning process at the primary education level.
Keywords
Formal Curriculum
Primary School
Shadow Curriculum
Underground Curriculum
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