Abstract

Maslow’s hierarchy of needs fundamentally talks about the various needs that enable an individual’s complete potential arrive, culminating in the peak of self-actualization. The idea suggested by the term “hidden curriculum” is now made clear in modern educational practices. It includes both academic lessons as well as co-curricular and extracurricular activities happening at the same time. A supportive educational setting can fulfill students’ psychological needs by offering nutritious meals and addressing health and mental wellness issues. Different types of social interactions create a sense of security, incorporating anti-bullying strategies, equality, and peer relationships that contribute to a safe educational environment. When students work together to develop a shared set of values, norms, and empathy regarding personal growth, the hidden curriculum can boost their self-esteem. The implementation of the hidden curriculum within the institutional environment helps students identify their unique strengths and the areas that need improvement. Such diverse activities push them closer to achieving “self-actualization.” Therefore, the hidden curriculum serves as a crucial component of the overall educational experience, aiding students in their journey to express their true selves. Using a qualitative research design, data is collected through semi-structured interviews among the Tezpur University students.  Research findings suggest that the hidden curriculum has a substantial effect on self-awareness, independence, and realizing potential, aligning with Maslow’s concept of self-actualization. The study highlights the necessity for educators to intentionally nurture positive hidden curriculum to promote comprehensive student development.