The moral potential of the knowledge component within the hidden higher education curriculum: Evaluation in axiological, conceptual, and interactive aspects

Introduction. The research problem is determined by the contradiction between the state and public need to strengthen moral education within the educational system and the insufficient scientific attention to the moral educational potential of the hidden higher education curriculum. Consequently, the problem of research is determined by the need to clarify the moral educational potential of the knowledge component of the hidden higher education curriculum. The purpose of the article is to identify and clarify, based on evaluation in axiological, conceptual and interactive aspects, the significant characteristics of the moral educational potential within the knowledge component of the hidden higher education curriculum. Materials and Methods. The research methodology was based on the ideas of the knowledge paradigm, semiotic and axiological approaches. The analytical and synthetic method, methods of conceptual analysis and interpretation, and standardized interviews with faculty members of Voronezh State Pedagogical University (n=30) were used. Results. The authors defined and clarified the conceptual field of research within the context of the problem under consideration, including the concepts of ‘knowledge’, ‘moral educational potential’, ‘hidden curriculum’. The use of the main elements of the hidden curriculum (mental-meaningful, subject-discursive and contextual) as indicators for the analysis of modern research on the hidden curriculum enabled to identify its main manifestations and clarify the moral educational potential of the knowledge component within the hidden higher education curriculum in axiological, conceptual and interactive aspects. The authors emphasize that the hidden curriculum is fulfilled, among other things, when the university teacher realizes and analyses their teaching practices and extracurricular interaction with students. As a result, a procedure was developed to identify the moral educational potential of the knowledge component of the hidden higher education curriculum, necessary to determine the structure and content of the basic set of questions for a standardized interview with expert teachers. Based on the analysis of the local experience of expert teachers, the authors conclude about the incomplete and superficial understanding of the hidden curriculum at the university and its knowledge component; the fragmented use of the moral educational potential of this component in the process of educational and extracurricular interaction with students; the use of ineffective methods. At the same time, the study reveals the understanding of the importance of ‘extracurricular’ knowledge in the personal and professional development and value self-determination of students as well as willingness to design procedures of using the knowledge component of the hidden curriculum in teaching practices and interaction with students. Three groups of conditions are identified that are necessary for enriching and enhancing the moral educational potential of the knowledge component of the hidden higher education curriculum. Conclusions. The study concludes that clarifying, implementing and enhancing the moral educational potential of the knowledge component of the hidden higher education curriculum is possible only if teachers are specially trained to work with hidden curriculum, mastering the relevant axiological, conceptual and interactive characteristics of its knowledge component.