Dismantling the Hidden Curriculum: A Conceptual Framework for Gender-Responsive Curricular Transformation in Higher Education
DOI:
https://doi.org/10.53573/rhimrj.2026.v13n07.003Keywords:
Hidden Curriculum, Gender-Responsive Curriculum, Higher Education, Curriculum Transformation, Gender Equality, Feminist Pedagogy, Inclusive Education, NEP 2020Abstract
The pursuit of gender equality in higher education has increasingly become a global priority, reflected in international frameworks such as the Sustainable Development Goals (SDGs), UNESCO's Gender Equality Strategy, and India's National Education Policy (NEP) 2020. While significant progress has been achieved in improving access to higher education, persistent gender inequalities continue to operate through the hidden curriculum—the implicit values, norms, institutional practices, and social interactions that shape learners' experiences beyond the formal curriculum. These invisible mechanisms influence students' academic participation, leadership opportunities, career aspirations, and perceptions of gender roles, often reinforcing existing social inequalities. This conceptual paper critically examines the role of the hidden curriculum in perpetuating gender disparities within higher education and proposes a comprehensive framework for gender-responsive curricular transformation. Adopting a qualitative conceptual research design, the study employs a Systematic Literature Review (SLR) and thematic analysis of peer-reviewed journal articles, policy documents, and reports published by UNESCO, OECD, UN Women, and the Government of India. The review identifies five interrelated dimensions through which hidden curricula influence gender equity: curriculum content, pedagogical practices, institutional culture, leadership and governance, and assessment and evaluation. Based on these findings, the paper proposes an integrated framework that combines curriculum redesign, inclusive pedagogy, institutional reforms, faculty capacity building, digital inclusion, and continuous gender auditing. The framework aligns with the objectives of SDG 4 (Quality Education), SDG 5 (Gender Equality), and NEP 2020. The study contributes to curriculum theory by shifting the discourse from identifying hidden gender bias to offering a practical roadmap for institutional transformation. The proposed framework provides actionable recommendations for policymakers, curriculum developers, teacher educators, and university administrators committed to creating equitable, inclusive, and socially just higher education systems.
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