Reclaiming the hidden curriculum: embedding empathy development in online professional psychology training through experiential learning

Abstract

The COVID-19 pandemic accelerated online psychology training, leading to a notable decline in empathy development among postgraduate students due to reduced face-to-face interaction. Central to fostering professional empathy is the hidden curriculum—the informal and implicit learning space that occurs through social and relational experiences, which is often lost in virtual settings. This article, grounded in Experiential Learning Theory (ELT) and Situated Learning Theory (SLT), argues that the intentional integration of hidden-curriculum elements into an online educational environment can compensate for diminished in-person experiential learning. Through semi-structured qualitative interviews with 10 psychology master’s students at a South African university, three key themes were identified: (1) perceived experiences of disconnection and isolation, (2) disruption of the hidden curriculum, and (3) empathy and readiness for professional practice. The findings are interpreted through the lens of Ubuntu philosophy, which underpins South African social realities and emphasises relationality, interconnectedness, and collective meaning-making. Participants highlighted the necessity of a culturally grounded capacity for deep interpersonal connection as central to their learning experiences. The absence of relational depth within supervisory interactions was found to significantly undermine students’ capacity to thrive in online learning environments. In response to these challenges, this study highlights several considerations for the improvement of postgraduate psychology training environments.