The present study was conducted with the aim of analyzing various hidden extracurricular components in the educational framework of Farhangian University and the approaches derived from it. The qualitative research approach, using the interpretive phenomenological method, collected the experiences of student teachers in drawing the conceptual model of this type of curriculum, and using the perspectives of experts, appropriate curriculum approaches were identified for it.The participants were 2300 male and female students of Farhangian University of East Azerbaijan Province in the academic year 1403-1404, of which 15 were interviewed semi-structuredly through purposive sampling until data saturation. The research findings showed that the hidden extracurricular curriculum has indicators of educational networking, representation of educational power, flow of transformations, cognitive polarization, culturalization, performance redefinition, self-identification, and worldview, which leads to the formation of five approaches: Awareness raising, criticism, skill development, community building, and endogenesis in this curriculum. The results show that The results show that hidden extracurricular instructional and educational capacities should be anticipated and prepared as a developmental indicator in Farhangian University programs and should be considered in the process of evaluating the professional performance of student teachers.