Dinah Katindi Nyamai, Mercy Mugambi, Rosemary Imonje


This article investigated on the role played by the unseen curriculum in developing resilience and real honor for God among youth to help them holistically define their way of life and aspirations amid numerous life challenges. Since time immemorial significant attention has been directed towards the official curricular, but the role played by the veiled curriculum in nurturing young people to endure predicaments and genuinely trust in God’s supernatural power has barely featured in many schooling discourses. This means a good number of Christians are burdened by how best they can inspire young people to trust in the omniscient, omnipresent, omnipotent Creator of the universe but very few, if any, ever think about how the veiled curriculum, can hinder or facilitate young people’s development of resilience and trust in God. In this article the meaning of the concept unstated curriculum and its influences on nurturing resilience and teaching about God’s supernatural power—which when invoked in faith causes the kingdom of darkness to tremble, are discussed. The research employed a phenomenological design, guided by an interview guide with 12 open-ended items followed by extensive probing questions. Two experts examined the interview guide items to determine their clarity, but the researcher also conducted a pilot study among 3 participants (one lecturer and two students) to determine participants’ level of understanding of the interview guide items. The results from the research indicated a remarkable connection between hidden curriculum aspects and young people’s resilience and their grasp of how deep, wide, and high God’s power is in overcoming life challenges.

Article visualizations:

Hit counter


invisible curriculum, teaching, resilience, God’s supernatural power, unexplored, apparent

Full Text:



Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and practice, 6(33), 125-128.

Catholic Education (2018). Christian hope and resilience go hand in hand. Retrieved from:

Creswell, J., & Plano Clark, V. (2006). Designing and conducting mixed-method research. New York: McGraw-Hill.

Crossman Ashly (2019). What is the hidden curriculum? Retrieved from, http://www/

Dewey, John (2004). Democracy and education. Courier Dover Publications.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: MacMillan.

Foy, David W.; Kent D. Drescher, & Patricia J. (2011). Watson pathways to resilience: Religious and spirituality factors in resilience. Retrieved from

Hafferty, Frederic W & O’Donnell, Joseph F. (2015). The hidden curriculum in health professional education. New England: Dartmouth College Press.

Hartmut, Rosa. (2013). Leading a life – Five key elements in the hidden curriculum of our schools. Retrieved from

Jackson, P. W. (1968). Life in classrooms. New York, NY: Holt, Rinehard and Winston.

Killick, David (2016). The role of the hidden curriculum: Institutional messages of inclusivity. Leeds Beckett University, UK.

Mackin, Robin; Sue Baptiste, Anne Niec, April J. Kam (2019). The hidden curriculum: A good thing? Retrieved from,

Morse, Janice M. (1994). Designing funded qualitative research. In Norman K. Denzin & Yvonna S. Lincoln (Eds.), Handbook of qualitative research (2nd Ed., pp. 220-35). Thousand Oaks, CA: Sage.

Ndunge, Angela (2020). The psychological and social effects of the COVID-19 Pandemic. Retrieved from,

Snehalatha, Salami (2018). Hidden curriculum and the need for critical pedagogy. Retrieved from

Patton, Michael Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th Ed.). Thousand Oaks, CA: Sage.

Shek, Daniel T. L. (2010). Nurturing holistic development of university students in Hong Kong: Where Are We and Where Should We Go? The Scientific World Journal. 10, 563–575, DOI 10.1100/tsw.2010.62

Werner, P. (1999). The future of the integrated curriculum in physical education: Guarded optimism. Teaching Elementary Physical Education, 10 (6), 11 . 13.

White, Ellen. G. (2020). Education and character. Retrieved from



  • There are currently no refbacks.

Copyright (c) 2020 Dinah Katindi Nyamai, Mercy Mugambi, Rosemary Imonje

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).