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Perception of the School Interior from the Students’ and Teachers’ Perspective

Renata Jukić, Sara Kakuk, Tihana Jelić
Department for Pedagogy, Faculty of Humanities and Social Sciences, University of Osijek, Croatia

Abstract. A curriculum as a set of planned and implicit determinants that direct the educational process according to the tasks and content derived from the goal contains an essential characteristic, which is its hiddenness, i.e., implicitness. The hidden curriculum is based on deep-rooted and often unconscious notions that the individual carries with them, transmitting social norms and values. The term “school interior” refers to the term “hidden curriculum” because it can also influence the process of upbringing and education with its organization and appearance. It shapes the environment where students and teachers spend their time every day and, because of this, many educational processes take place in it. Numerous studies point to the connection of the motivation and activities of students and teachers with the benefits of the school interior. They highlight the advantages of a more open, flexible, and networked space compared to the traditional classroom organization.
In the process of creating/designing the school interior, it is crucial to include all participants in the educational process, because in this way, an appropriate school interior is created for all activities, both of students and teachers, as well as of the local community. The aim of the paper is to investigate the relationship between the school interior and the experiences of students and teachers about the school. The results of our research indicate that there are certain differences in the perception of the school interior by teachers and students.

Keywords: curriculum, hidden curriculum, school interior, educational process, research

In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
ISBN 978-9934-36-116-6