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Keywords = hidden curriculum

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17 pages, 523 KiB  
Article
They’re Taking Our Money: Building on the Dialectics of Political and Mathematical Knowledge to Write the World
by Patricia M. Buenrostro
Educ. Sci. 2025, 15(7), 894; https://doi.org/10.3390/educsci15070894 - 13 Jul 2025
Viewed by 758
Abstract
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of [...] Read more.
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of mathematics that makes explicit the actual use of mathematics hidden in social structures and routines. In this paper, the author examines how a mathematical unit on home mortgages was carried out to support 12th grade students’ understanding of the mathematics of mortgages, revealing the formatting power that mortgage lenders hold in reordering the reality of marginalized communities. Drawing on a qualitative analysis of student journals, student work, post-class student interviews, and teacher/researcher journals, the findings revealed two pedagogical features that contributed to students’ reading and writing the world with mathematics: engaging mathematics from multiple directions and attending to the formatting power of the mathematical and political knowledge dialectic. These findings offer pedagogical guidance for practitioners and teacher educators in curriculum design and implementation of critical mathematics. Full article
(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)
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24 pages, 472 KiB  
Article
Uncovering the Hidden Curriculum in Health Professions Education
by Laura L. Wolford, Mirza J. Lugo-Neris, Callie Watkins Liu, Lexi E. Nieves, Christopher L. Rodriguez, Siya S. Patel, Sol Yi Lee and Keshrie Naidoo
Educ. Sci. 2025, 15(7), 791; https://doi.org/10.3390/educsci15070791 - 20 Jun 2025
Viewed by 639
Abstract
In health professions education, the hidden curriculum is a set of implicit rules and expectations about how clinicians act and what they value. In fields that are very homogenous, such as rehabilitation professions, these expectations may have outsized impacts on students from minoritized [...] Read more.
In health professions education, the hidden curriculum is a set of implicit rules and expectations about how clinicians act and what they value. In fields that are very homogenous, such as rehabilitation professions, these expectations may have outsized impacts on students from minoritized backgrounds. This qualitative study examined the hidden curriculum in rehabilitation graduate programs—speech-language pathology, occupational therapy, and physical therapy—through the perspectives and experiences of 21 students from minoritized backgrounds. Semi-structured interviews explored their experiences with their programs’ hidden curricula. These revealed expectations about ways of being, interacting, and relating. Three overarching themes emerged, each reflecting tensions between conflicting values: (i) blend in but stand out; (ii) success lies in individualism, while de-prioritizing the individual; and (iii) fix the field, using your identities as a tool. When the expectations aligned with students’ expectations for themselves, meeting them was a source of pride. However, when the social expectations clashed with their own culture, dis/ability, gender, or neurotype, these tensions became an additional cognitive burden, and they rarely received mentorship for navigating it. Health professions programs might benefit from fostering students’ critical reflection on their hidden curricula and their fields’ cultural norms to foster greater belonging, agency, and identity retention. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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23 pages, 257 KiB  
Article
Teamwork to Support Students with Disabilities: Challenges, Strategies, and Stages of Group Development Within a Design-Based Research Project
by Charlotte Y. Alverson, Matthew Bell, Briana Parra and Liqing Wei
Educ. Sci. 2025, 15(6), 700; https://doi.org/10.3390/educsci15060700 - 4 Jun 2025
Viewed by 520
Abstract
Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online [...] Read more.
Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online tools to increase awareness and engagement in hidden STEM career pathways for students who experience disability. Common challenges were related to project-specific knowledge, administrative support, and the district’s existing curriculum. The strategies teams used to overcome these challenges included reliance on a team member, task avoidance, and working within the local context. As we examined the teams’ challenges and the strategies they employed, elements of group development theory were identified. Considerations for practitioners and further research are discussed. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
18 pages, 1330 KiB  
Article
The Role of Simulation in Exposing Hidden Gender Biases: A Study of Motivational Discourse in Mathematics Education
by Dafna Zuckerman, Yaacov B. Yablon and Shira Iluz
Educ. Sci. 2024, 14(11), 1265; https://doi.org/10.3390/educsci14111265 - 19 Nov 2024
Viewed by 965
Abstract
This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having [...] Read more.
This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having them participate in simulated individual dialogues with students, with a focus on the differences in the motivational discourse with male and female students. Twenty-nine middle school mathematics teachers (89.6% female; mean experience = 9.4 years, SD = 8.7) participated in the online simulations, each of which presented a scenario where an actor portrayed a struggling student contemplating dropping out of math class. Based on the observational measures of motivational discourse, the findings reveal significant gender disparities in that teachers tended to provide more support and autonomy to male students. Moreover, they tend to direct more frequent and intense autonomy-suppressing behaviors toward female students. The results highlight the efficacy of simulation-based workshops in uncovering teachers’ hidden behavioral patterns. It also highlights the importance of simulation-based learning to tailor professional development issues and for addressing unconscious gender biases in mathematics education. Full article
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12 pages, 230 KiB  
Essay
‘Alone in a Crowd’: Teacher-Level and Pupil-Level Hidden Curricula and the Theoretical Limits of Teacher–Pupil Relationships
by Daniel Whittaker
Educ. Sci. 2024, 14(5), 477; https://doi.org/10.3390/educsci14050477 - 30 Apr 2024
Viewed by 1417
Abstract
This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of [...] Read more.
This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of the lifeworld—to analyse hidden curricula. It finds that hidden curricula limit teachers’ comprehension of teacher–pupil relationships dependent on pupils’ responses to teacher-level hidden curricula. Where they respond with compliance, pupils limit expressions of their subjectivity; conversely, where they reject teacher-level hidden curricula, pupils’ subjective lifeworlds are already disrupted by them. Both responses impede teachers’ understanding of teacher–pupil relationships. In addition, pupil-level hidden curricula, which are often asymmetrical and oriented in response to teacher-level hidden curricula, present another barrier to teachers unveiling hidden curricula and the subjectivities of teacher–pupil relationships. In effect, pupil-level hidden curricula render teachers ‘alone in a crowd’. Finally, I argue that systematically examining hidden curricula represents strategic action—communicative action’s counterpoint—and colonisation of pupils’ lifeworlds. While hidden curricula present significant theoretical limitations to understanding teacher–pupil relationships, teachers might use this as a ‘pedagogical hinge’, freeing them from the unknowable and uncontrollable to a more practical view of teacher–pupil relationships. Full article
18 pages, 262 KiB  
Article
Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students
by Jesse McCain, Josipa Roksa and Stephanie Breen
Educ. Sci. 2024, 14(5), 441; https://doi.org/10.3390/educsci14050441 - 23 Apr 2024
Cited by 1 | Viewed by 2351
Abstract
One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage [...] Read more.
One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs. Full article
31 pages, 5678 KiB  
Article
Transition in Architecture Education? Exploring Socio-Technical Factors of Curricular Changes for a Sustainable Built Environment
by Fabian Kastner and Silke Langenberg
Sustainability 2023, 15(22), 15949; https://doi.org/10.3390/su152215949 - 15 Nov 2023
Cited by 3 | Viewed by 2435
Abstract
Curricular changes in architecture can support to meet the increased demand for sustainability in higher education (HE). Identifying their associated factors is necessary to understand ongoing and future transitions in architecture education. Transition management (TM) frameworks have been frequently used to analyze structural [...] Read more.
Curricular changes in architecture can support to meet the increased demand for sustainability in higher education (HE). Identifying their associated factors is necessary to understand ongoing and future transitions in architecture education. Transition management (TM) frameworks have been frequently used to analyze structural changes in various institutions but have received little attention in architecture education. This study explores the Swiss Federal Institute of Technology (ETH Zurich) as a case study, focusing on its architecture curricula within 32 years from 1990 to 2022, corresponding to multiple generations of academic careers. A multiple-level perspective (MLP) document analysis on curricular changes is conducted in three steps, drawing on a specific perspective on sustainability in architecture. First, generic characteristics that may influence curricular changes are identified from the literature. Second, shifts in the undergraduate curriculum of ETH Zurich are systematically mapped. Third, a classification of implemented curricular shifts results in seven nuanced variations in generic factors. These socio-technical factors involve the development and dissemination of new disciplinary (1) and interdisciplinary (2) approaches to a sustainable built environment (SBE), a relocation of the viewpoint on sustainability from physiology/hygiene to building physics (3), experimentation with inquiry-based learning in niches (4), extended spheres of influence in teaching (5), early committed intra-faculty opinion leaders (6), and the formation of educational networks (7). The proposed approach based on longitudinal curriculum mapping offers a way to locate structural curricular changes, identify hidden educational trends, and inform institutional changes. Full article
(This article belongs to the Special Issue Sustainable Education: Theories, Practices and Approaches)
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19 pages, 588 KiB  
Review
A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice
by Gabriella Nagy, Ferenc Arató, István G. Télessy, Aranka Varga and András Fittler
Pharmacy 2023, 11(6), 172; https://doi.org/10.3390/pharmacy11060172 - 30 Oct 2023
Cited by 3 | Viewed by 3271
Abstract
Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency [...] Read more.
Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions. Full article
(This article belongs to the Section Pharmacy Education and Student/Practitioner Training)
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15 pages, 1014 KiB  
Article
Exploring Social Justice Education as a Responsive Middle Grades Pedagogy to Promote Justice-Oriented Citizenship
by Jessica DeMink-Carthew, Jeremy W. DeMink and Kristie W. Smith
Educ. Sci. 2023, 13(9), 852; https://doi.org/10.3390/educsci13090852 - 22 Aug 2023
Cited by 1 | Viewed by 2574
Abstract
Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that [...] Read more.
Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that engages the emerging criticality and sense of justice of young adolescents. For this reason, social justice education (SJE) is an especially promising responsive pedagogy for the middle grades. This study investigates the impact of a social justice project designed to promote justice-oriented views of citizenship on middle grades student perceptions of “good citizenship”. Findings indicate shifts in student perceptions of good citizenship toward more participatory and justice-oriented views of citizenship as well as increased critical consciousness. In addition, the findings indicate two new themes in student perceptions: (a) good citizens work together and (b) good citizens sometimes have to defy norms for justice. We close with a critical analysis of the findings and implications for responsive justice-oriented teaching and scholarship. Full article
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15 pages, 696 KiB  
Article
A Long-Term Prediction Method of Computer Parameter Degradation Based on Curriculum Learning and Transfer Learning
by Yuanhong Mao, Zhong Ma, Xi Liu, Pengchao He and Bo Chai
Mathematics 2023, 11(14), 3098; https://doi.org/10.3390/math11143098 - 13 Jul 2023
Cited by 2 | Viewed by 1526
Abstract
The long-term prediction of the degradation of key computer parameters improves maintenance performance. Traditional prediction methods may suffer from cumulative errors in iterative prediction, which affect the model’s long-term prediction accuracy. Our network adopts curriculum learning and transfer learning methods, which can effectively [...] Read more.
The long-term prediction of the degradation of key computer parameters improves maintenance performance. Traditional prediction methods may suffer from cumulative errors in iterative prediction, which affect the model’s long-term prediction accuracy. Our network adopts curriculum learning and transfer learning methods, which can effectively solve this problem. The training network uses a dual-branch Siamese network. One branch intermixes the predicted and annotated data as input and uses curriculum learning to train. The other branch uses the original annotated data for training. To further align the hidden distributions of the two branches, the transfer learning method calculates the covariance matrices of the time series of the two branches by correlation alignment loss. A single branch is used in the test for prediction without increasing the inference computation. Compared with the current mainstream networks, our method can effectively improve the accuracy of long-term prediction with the improvements above. Full article
(This article belongs to the Special Issue Time Series Analysis)
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12 pages, 300 KiB  
Review
Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically
by Esteban Francisco López-Medina
Educ. Sci. 2023, 13(6), 616; https://doi.org/10.3390/educsci13060616 - 16 Jun 2023
Cited by 1 | Viewed by 2957
Abstract
Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The [...] Read more.
Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications. Full article
16 pages, 288 KiB  
Article
Agon—Are Military Officers Educated for Modern Society?
by Leif Inge Magnussen, Ole Boe and Glenn-Egil Torgersen
Educ. Sci. 2023, 13(5), 497; https://doi.org/10.3390/educsci13050497 - 15 May 2023
Viewed by 2200
Abstract
The research question in this article concerns how a competitive environment affects the learner’s (officer cadet’s) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the ‘hidden’ curriculum? This [...] Read more.
The research question in this article concerns how a competitive environment affects the learner’s (officer cadet’s) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the ‘hidden’ curriculum? This article investigates how more than 250 years of leadership education provides new army officers with new skills and how this environment may affect the cadets’ leadership training. The article builds on ethnographic data gathered during the three-year education programme in most of the relevant practical locations and contexts. Data were collected using both interviews and a questionnaire. Regarding trust in their learning environment, cadets reported a mean score of 2.83 on a 1 (low trust) to 5 (high trust) Likert scale, underpinning interview data regarding the lack of trust in the Norwegian Military Academy (NMA) and in their fellow cadets. Cadets also pointed out that competition hindered their learning (mean = 2.50). These findings are interpreted in relation to possible negative effects stemming from internal competition and the evaluation system as a whole. The overall output of this system is a zero-sum game, and thus affects evaluative practices and learning processes. This study is of relevance to higher education officers responsible for designing learning environments. Full article
(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)
17 pages, 951 KiB  
Article
Exploratory Factor Analysis of a French Adapted Version of the Substance Abuse Attitude Survey among Medical Students in Belgium
by Lou Richelle, Michèle Dramaix-Wilmet, Nadine Kacenelenbogen and Charles Kornreich
Int. J. Environ. Res. Public Health 2023, 20(7), 5356; https://doi.org/10.3390/ijerph20075356 - 31 Mar 2023
Cited by 2 | Viewed by 2369
Abstract
To evaluate the impact of a new Substance Use Disorder (SUD) education program on medical students’ attitudes, we selected the Substance Abuse Attitude Survey (SAAS) questionnaire, which we adapted to our curriculum and cultural context. To validate this adapted version, we conducted an [...] Read more.
To evaluate the impact of a new Substance Use Disorder (SUD) education program on medical students’ attitudes, we selected the Substance Abuse Attitude Survey (SAAS) questionnaire, which we adapted to our curriculum and cultural context. To validate this adapted version, we conducted an exploratory factor analysis following the administration of our 29-item bSAAS questionnaire to 657 medical students in Belgium (response rate: 71.1%). Twenty-three items correlated to three factors; namely, “Stereotypes and moralism”, “Treatment optimism” and “Specialized treatment” were retained (70% of total variance explained, Cronbach’s alpha = 0.80) and constituted the new questionnaire called beSAAS. The factor “Specialized treatment” stood out from previous studies, which could be explained by our target population and the impact of the formal, informal and hidden curricula in medical education. This study was able to highlight certain factors influencing stereotypical representations such as age, gender, origin, personal or professional experience with substance use. Our study allowed us to retain the beSAAS as a good questionnaire to evaluate SUD stigma and highlighted interesting findings to improve SUD training in medicine. Further studies are needed to complete its validity and reliability. Full article
(This article belongs to the Special Issue Substance Use, Stigma and Social Harm)
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21 pages, 632 KiB  
Article
An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success
by Jessica Santangelo, Rosebud Elijah, Lisa Filippi, Behailu Mammo, Emily Mundorff and Kristin Weingartner
Educ. Sci. 2022, 12(12), 843; https://doi.org/10.3390/educsci12120843 - 22 Nov 2022
Cited by 4 | Viewed by 2330
Abstract
The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated [...] Read more.
The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts. Full article
(This article belongs to the Section Higher Education)
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14 pages, 300 KiB  
Article
From Digital Natives to Zoom Graduates? Student Experiences with Distance Learning during Lockdown in Portugal
by Maria Manuel Vieira and Ana Sofia Ribeiro
Youth 2022, 2(3), 391-404; https://doi.org/10.3390/youth2030029 - 13 Sep 2022
Cited by 3 | Viewed by 3344
Abstract
Public health measures adopted due to the COVID-19 pandemic made emergency remote learning the designated higher education delivery model under lockdowns, causing several transformations in the sector. Based on an online survey of 1009 students aged between 16 and 24 years old during [...] Read more.
Public health measures adopted due to the COVID-19 pandemic made emergency remote learning the designated higher education delivery model under lockdowns, causing several transformations in the sector. Based on an online survey of 1009 students aged between 16 and 24 years old during 2021, this article examines the perceptions and experiences of distance education of a cohort dealing with the second lockdown in Portugal. It explores how young people perceived their student lives during the lockdown. More specifically, the study focuses on higher education experience, from learning conditions to pedagogical quality; expectations regarding academic life; and main concerns about academic (and professional) futures due to the lockdown’s effects. The results show that while some students adapted well to remote teaching, stressing its advantages in terms of time management and convenience, the majority disliked it because they had greater difficulty in following classes, not due to material and technical limitations, but rather for lack of socialisation and peer support. We discuss the value of a hidden curriculum for student engagement. Full article
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