Exploring hidden curriculum discourses in learning outcomes studies: A bibliometric analysis

Abstract The hidden curriculum plays a significant role in shaping students' learning outcomes, which this study reconceptualises as dynamic processes rather than static products, viewed through a postmodern lens. Utilising a bibliometric analysis, this research explores the scholarly discourses on the hidden curriculum in education and its influence on these dynamic learning outcomes. It investigates publication trends, prolific authors and significant works. Citation analysis and co‐word mapping trace the evolution of research paradigms, while content analysis identifies key thematic areas. By bringing the hidden curriculum to the forefront of this analysis, the findings reveal its crucial role in shaping learning outcomes for the social work profession and its impact on students in schools. The study concludes by suggesting directions for future research, emphasising gaps and under‐represented issues in the current literature.