A systematic literature review on hidden curricula in computing and engineering education

Abstract

The hidden curriculum in computing and engineering education refers to unwritten conventions, values, and tacit knowledge that influence student experiences outside of formal curricula. Despite increased recognition, there is an incomplete understanding of its definitions, implications, and mitigation techniques that hinder equitable educational improvements. A systematic literature review was conducted by following the PRISMA 2020 framework. Through five research questions, this study aims to define how the hidden curriculum is conceptualised in computing and engineering education, identify its prevalent messages across disciplines, and examine the theoretical frameworks that guide hidden curriculum research. It also analyzes the methods used to study the hidden curriculum, evaluates interventions addressing its effects, and assesses its implications for student success, professionalisation, and equity in computing and engineering learning environments. After removing duplicates, screening titles/abstracts, and assessing full-text relevance and quality, 33 studies qualified. Definitions, impacts, and interventions were thematically coded during the process. The hidden curriculum emerged as systemic norms that highlight emotional and professional challenges, such as women and first-generation students. Interventions, such as mentorship programs and vignette-based workshops, demonstrate moderate success in enhancing awareness and retention, though barriers like institutional inertia and resource constraints persist.