THE SOCIAL ENVIRONMENT AS A HIDDEN CURRICULUM IN ISLAMIC EDUCATION: A PHENOMENOLOGICAL STUDY OF RELIGIOUS SYMBOLS AND WRITTEN MESSAGES IN THE LIFE OF CAIRO SOCIETY

Abstract

• The social environment plays a strategic role in character formation through indirect educational mechanisms-often referred to as the "hidden curriculum." From an Islamic educational perspective, the presence of religious symbols and messages in public spaces serves as a medium for internalizing Islamic values outside of formal educational institutions. This study aims to examine the function of the social environment as a hidden curriculum for Islamic education by analyzing religious symbols and written messages found in various public spaces across Cairo. Adopting a qualitative approach utilizing phenomenology, the study gathered data through observation, in-depth interviews, and documentation at various public locations. The data were analyzed using Clark Moustakas’s phenomenological approach, supported by triangulation, member checking, and peer debriefing to ensure credibility. The findings reveal that religious symbols-such as calligraphy, Quranic verses, supplications do'a, and invocations dzikr displayed on public transport, private vehicles, and in commercial spaces-serve not merely as markers of religious identity but also as educational media that continuously instill Islamic values. Through processes of interaction, interpretation, and habituation, these symbols foster religious consciousness and encourage the strengthening of faith aqidah, acts of worship, spiritual experiences, Islamic understanding, and behavior aligned with Islamic teachings.