Systematic review of inquiry-based learning: assessing impact and best practices in education

Introduction

Inquiry-based learning (IBL) has gained prominence as an innovative pedagogical approach that emphasizes student-centred learning through active exploration, questioning, and problem-solving. Rooted in constructivist theories of education, IBL encourages students to engage deeply with subject matter, develop critical thinking skills, and foster a lifelong love of learning (Almulla, 2023). This approach contrasts with traditional rote learning methods by promoting curiosity and allowing students to take ownership of their educational journeys. The effectiveness of IBL has been widely studied across various educational settings and disciplines, revealing its potential to significantly enhance educational outcomes. Research has shown that IBL can lead to improved academic performance, increased motivation, and the development of essential 21st-century skills such as collaboration, communication, and creativity (Bruder & Prescott, 2013). Despite these promising findings, the implementation of IBL presents several challenges, including the need for substantial instructional support, adequate teacher training, and the creation of conducive learning environments (Hinostroza, Armstrong-Gallegos & Villafaena, 2024).

This systematic review aims to provide a comprehensive synthesis of the current literature on IBL, focusing on its impact on educational outcomes and identifying best practices for its implementation. By examining a broad range of peer-reviewed studies, this review seeks to offer educators, researchers, and policy-makers valuable insights into the efficacy of IBL and practical strategies for integrating it into diverse educational contexts. The objectives of this review are threefold: first, to evaluate the overall impact of IBL on student learning outcomes; second, to identify effective practices and strategies for implementing IBL in classrooms; and third, to highlight the challenges and limitations associated with this pedagogical approach. Through a thorough analysis of existing research, this study aims to contribute to the growing body of knowledge on IBL and support the development of more effective and inclusive educational practices.

By systematically reviewing the existing literature on IBL, this study aims to enhance our understanding of this pedagogical approach and provide actionable insights for educators and policymakers striving to improve educational outcomes through innovative teaching methods.

Theoretical foundations of inquiry-based learning

Inquiry-based learning (IBL) is deeply rooted in the constructivist theories of education, which posit that knowledge is actively constructed by learners rather than passively received from external sources (Ajda, 2022). This approach is influenced by the works of prominent educational theorists such as John Dewey, Jean Piaget, and Lev Vygotsky, who emphasized the importance of active learning, social interaction, and the development of critical thinking skills. The concept of IBL can be traced back to the early 20th century when John Dewey introduced his ideas on experiential learning and the significance of education in fostering democratic citizenship. Dewey argued that education should not merely involve the transmission of factual knowledge but should engage students in meaningful activities that promote critical thinking and problem-solving skills. He believed that learners should be active participants in their own education, exploring real-world problems and seeking solutions through inquiry and investigation.

Jean Piaget further developed the constructivist theory by focusing on cognitive development and the stages through which children acquire knowledge. Piaget’s work highlighted the importance of hands-on, experiential learning activities that allow students to explore concepts at their own pace and build understanding through discovery. Lev Vygotsky contributed to the development of IBL with his emphasis on the social context of learning. Vygotsky (1978) introduced the concept of the Zone of Proximal Development (ZPD), which describes the gap between what a learner can do independently and what they can achieve with guidance and support from a more knowledgeable other. This idea underscores the significance of collaborative learning and scaffolding in the inquiry process.

Today, IBL is implemented in various educational settings, from primary schools to higher education institutions. It is used across a wide range of disciplines, including science, mathematics, social studies, and the humanities. The integration of technology has also expanded the possibilities for inquiry-based learning, providing students with access to vast resources and enabling new forms of collaboration and exploration. In summary, the theoretical foundations of IBL are grounded in constructivist theories of education, emphasizing active learning, social interaction, and critical thinking. The historical development of IBL reflects the contributions of educational theorists such as John Dewey, Jean Piaget, and Lev Vygotsky, whose ideas continue to influence contemporary educational practices. The key principles of IBL underscore the importance of student-centred learning, active engagement, questioning and exploration, collaboration, scaffolding, and reflective thinking, all of which contribute to the development of deeper and more meaningful learning experiences.

Empirical studies examining the impact of inquiry-based learning (IBL) on educational outcomes

Empirical studies examining the impact of inquiry-based learning (IBL) on educational outcomes have provided valuable insights into its effectiveness across various disciplines and educational levels. Research consistently indicates that IBL positively influences academic achievement across different subjects and age groups. For example, studies have shown that students engaged in inquiry-based approaches tend to demonstrate deeper understanding of content compared to those in traditional lecture-based settings (Kersting et al., 2023). They often achieve higher scores on assessments measuring both content knowledge and application of concepts. IBL enhances critical thinking skills by encouraging students to ask questions, investigate problems, and analyse information independently (Rahmi, Alberida & Astuti, 2019). Empirical studies have found that students engaged in IBL demonstrate improved abilities in critical thinking, such as evaluating evidence, making reasoned judgments, and synthesizing information from multiple sources (Bruder & Prescott, 2013). These skills are essential for academic success and lifelong learning.

One of the notable benefits of IBL is its ability to increase student engagement in learning. By actively involving students in the inquiry process, IBL promotes intrinsic motivation and a sense of ownership over learning outcomes. Research has shown that students are more likely to be enthusiastic and committed to their studies when they can explore topics that interest them and contribute to their learning goals (Cents-Boonstra et al., 2020). A meta-analysis examined the effects of different teaching methods on student achievement and found that inquiry-based approaches, including problem-based learning and project-based learning, had a positive impact on academic outcomes (Li & Ding, 2023). In science education, studies have shown that inquiry-based approaches lead to deeper conceptual understanding and improved scientific reasoning skills among students (Strat, Henriksen & Jegstad, 2023). Research in mathematics education demonstrated that students engaged in inquiry-based learning activities developed better problem-solving skills and retained mathematical concepts more effectively compared to traditional instruction (Beswick, 2021).

Empirical studies on IBL often employ mixed methods approaches, combining quantitative measures such as standardized tests and qualitative data such as student interviews and classroom observations. Longitudinal studies have also been conducted to assess the long-term impact of IBL on students’ academic and professional development. Overall, empirical evidence supports the effectiveness of inquiry-based learning in enhancing academic achievement, fostering critical thinking skills, and promoting student engagement. These findings underscore the importance of integrating IBL into educational practices to cultivate 21st-century competencies and prepare students for success in an increasingly complex and dynamic world. Continued research and implementation of best practices in IBL can further enrich educational experiences and improve outcomes for learners across diverse contexts.

Best practices for implementing IBL, drawing on successful case studies and practical recommendations from the literature

Implementing inquiry-based learning (IBL) effectively requires a thoughtful approach that integrates best practices drawn from successful case studies and practical recommendations from educational literature. Key best practices for implementing IBL are outlined below.

Case study insight

In a high school biology class, a teacher introduced an inquiry project on environmental sustainability. Students investigated local ecosystems, conducted field observations, and collaborated with community experts. This project not only deepened their understanding of ecological concepts but also fostered a sense of civic responsibility and engagement (Sadeh & Zion, 2012).

Case study insight

At a middle school, a social studies teacher implemented an inquiry unit on historical revolutions. Students began by exploring key events and debates, gradually delving into primary sources and conducting debates. By scaffolding their research and discussion skills, students gained a nuanced understanding of historical contexts and developed critical analysis skills (Lawrence, Langan & Maurer, 2019).

Case study insight

In a high school physics class, an inquiry project on renewable energy sparked collaboration among students researching various technologies. Through group discussions and peer feedback sessions, students refined their understanding of scientific principles and explored practical applications. Reflection journals documented their learning journey and highlighted personal growth in problem-solving and teamwork skills (Szott, 2013).

Case study insight

In a professional development workshop, educators explored innovative strategies for integrating IBL into curriculum planning. They collaborated on designing inquiry-based units aligned with curriculum standards and discussed effective assessment practices. This collaborative learning environment empowered teachers to adapt and refine their instructional approaches, ensuring meaningful learning experiences for students (Sims et al., 2023).

Case study insight

A school district implemented a longitudinal study to assess the impact of IBL across grade levels and subject areas. Data analysis revealed significant improvements in student achievement, critical thinking skills, and collaborative behaviours. Educators used these insights to inform curriculum development, professional learning communities, and student-centred initiatives, fostering a culture of continuous improvement and innovation in education (Pak et al., 2020).

In summary, successful implementation of inquiry-based learning draws on best practices rooted in case studies and practical recommendations from educational literature. By setting clear objectives, scaffolding support, fostering collaboration, empowering teachers as facilitators, and evaluating impact, educators create dynamic learning environments where students thrive as curious, critical thinkers and lifelong learners.

Challenges and limitations of IBL

Implementing inquiry-based learning (IBL) in educational settings offers transformative opportunities for students to engage deeply with content, develop critical thinking skills, and cultivate a passion for lifelong learning. However, the journey towards effective IBL is not without its challenges and limitations. Integrating IBL requires adequate time for students to explore, question, research, and reflect (Huang, Mills & Tiangco, 2024). However, strict curriculum schedules and standardized testing pressures often limit the time available for in-depth inquiry. In many classrooms, educators face the challenge of balancing mandated curriculum requirements with the need for meaningful inquiry experiences (Pak et al., 2020). Time constraints may lead to rushed inquiry processes or superficial engagement with content, undermining the potential benefits of IBL.

Students vary in their readiness for self-directed learning and inquiry skills. Some may struggle with formulating research questions, accessing resources, or synthesizing information independently. Educators encounter diverse student backgrounds and abilities, necessitating differentiated support to scaffold inquiry effectively (Diallo & Maizonniaux, 2016). Addressing varying levels of readiness requires personalized guidance, structured prompts, and ongoing feedback to build students’ confidence and competence in inquiry practices. Traditional assessment methods may not align with the open-ended nature of inquiry-based activities, making it challenging to evaluate students’ depth of understanding and skills development (O’Neill & Padden, 2021). Schools and districts often rely on standardized tests or summative assessments that prioritize memorization of facts over critical thinking and problem-solving. This mismatch can discourage educators from fully embracing IBL or accurately assessing its impact on student learning.

Access to resources, including materials, technology, and external expertise, varies across educational settings and can impact the quality and equity of inquiry experiences. In underserved communities or resource-constrained schools, educators may face challenges in providing students with adequate tools and support for meaningful inquiry (Engelbrecht, 2020). Limited access to digital resources, laboratory equipment, or field trip opportunities can hinder the depth and authenticity of inquiry-based projects.

Methods

This systematic review seeks to comprehensively evaluate the impact and identify best practices of inquiry-based learning across various educational contexts. By synthesizing existing literature, this study aims to provide educators and policymakers with evidence-based insights to enhance instructional practices and student outcomes. The study employed a systematic search strategy to identify relevant literature from peer-reviewed journals, conference proceedings, books, and reports. Key databases such as ERIC, PsycINFO, Education Source, Web of Science, and Google Scholar were systematically searched using a combination of keywords (“inquiry-based learning,” “problem-based learning,” “project-based learning,” “educational impact,” “best practices”) and Boolean operators to ensure comprehensive coverage. Inclusion criteria were predefined to include studies published in English within a specified timeframe (i.e., last 15 years) that focus on empirical research, or comprehensive reviews related to inquiry-based learning in educational settings. Studies were screened based on their relevance to the research objectives, with full-text assessments conducted to determine final inclusion. Data extraction involved systematically recording key information from selected studies, including study characteristics (e.g., authors, publication year), participant demographics (e.g., educational level, sample size), methodology (e.g., study design, data collection methods), findings related to impact and best practices, and limitations identified by authors. Synthesis of findings followed a thematic approach, where data is analysed to identify recurring themes and patterns related to the impact of inquiry-based learning on student outcomes and the effective strategies employed. Quantitative data from studies were synthesized to provide a quantitative overview of the effects observed.

Quality assessment of included studies was conducted to evaluate methodological rigor and potential biases. Criteria for quality assessment included clarity of research questions, appropriateness of study design, transparency in data collection and analysis, and consideration of limitations. Studies were categorized based on their methodological strength to provide insights into the reliability and validity of findings. Findings from the systematic review were analysed to draw conclusions regarding the overall impact of inquiry-based learning and to identify overarching best practices. Subgroup analyses were conducted based on educational level, subject area, or other relevant variables to explore variations in outcomes and effectiveness across different contexts. The results of the systematic review were reported following PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), ensuring transparency and rigor in reporting methods and findings. A narrative synthesis was presented, organizing findings around identified themes and supported by evidence from included studies. Implications of the findings were discussed in terms of their relevance for educational practice, policy development, and future research directions. Recommendations were provided to inform educators, policymakers, and researchers on strategies to optimize the implementation of inquiry-based learning and enhance student learning experiences.

Findings

Table 1 below summarizes various studies that explored the affordances of IBL in various instructional settings.

Discussion

In recent years, Inquiry-Based Learning (IBL) has emerged as a transformative educational approach across various disciplines, each study highlighting nuanced outcomes and challenges. Strat, Henriksen and Jegstad’s (2023) research in science education underscores IBL’s efficacy in enhancing conceptual understanding, scientific reasoning, and knowledge retention across grade levels. Similarly, Huang, Doorman and van Joolingen (2021) demonstrated in mathematics the significant benefits of IBL, including improved problem-solving abilities and heightened student engagement, despite challenges aligning with standardized testing. In social studies, Wale and Bishaw (2020) emphasized the development of critical thinking through historical inquiry, revealing increased student interest and the imperative for tailored support amidst diverse backgrounds. Meanwhile, Greenwood et al. (2020) in primary education illustrated positive impacts on early literacy and numeracy skills through age-appropriate IBL activities, though adapting to younger students remains a challenge.

Zhao and Cao (2023) explored IBL’s effect on student engagement, highlighting increased motivation and collaborative skills development, yet noting variability based on subject matter and teaching methods. Addressing high school settings, Huang, Mills and Tiangco (2024) identified structured inquiry tasks as pivotal for improving academic performance, stressing the necessity of robust professional development and administrative backing for sustained effectiveness. Connolly, Logue and Calderon (2022) tackled assessment strategies, advocating for authentic and flexible assessment methods that capture inquiry-based skills while providing continuous student feedback. Furthermore, the integration of technology in IBL, as studied by Hinostroza, Armstrong-Gallegos and Villafaena (2024), illustrated enhanced resource access and digital literacy needs among both educators and students. Sims et al. (2023) highlighted the critical role of ongoing teacher professional development in enhancing IBL implementation through collaborative communities of practice and adaptive teaching strategies. Trainor and Robertson (2022) emphasized equity and inclusivity in IBL, promoting culturally responsive teaching to accommodate diverse learning needs and ensure equitable access to educational resources.

Long-term effects, as examined by Li and Zhu (2023), revealed enduring benefits of IBL in fostering transferable skills essential for career readiness, though challenges persist in measuring impacts beyond academic performance. Sahito and Wassan’s (2024) study on IBL in STEM education emphasized hands-on experimentation and industry partnerships, aiming to bridge gender and minority participation gaps. Additionally, Kelty and Wakabayashi (2020) explored the pivotal role of parental and community involvement in reinforcing inquiry skills and fostering community engagement. From higher education perspectives, Aditomo et al. (2011) discussed IBL’s role in preparing students for research and professional careers, underscoring challenges in balancing disciplinary knowledge with research-focused curricula. Kang (2022) provided global insights into IBL’s variations across cultural contexts, facilitating the exchange of best practices amid diverse teaching and learning styles. Voet and De Wever (2019) highlighted educators’ perspectives on IBL, emphasizing the need for continuous professional development and collaborative approaches to effectively integrate inquiry-based activities into curricula.

Lastly, Gimbert et al. (2023) and Funk et al. (2022) delved into the social-emotional and leadership dimensions of IBL, respectively, noting its positive impact on student well-being, resilience, and innovation-driven leadership in educational settings. Maaß and Artigue (2013) concluded with insights into the challenges of scaling IBL initiatives, emphasizing the importance of logistical strategies and stakeholder collaboration to maintain fidelity to IBL principles amid institutional pressures. In summary, while Inquiry-Based Learning offers substantial benefits in fostering critical skills and engagement across educational settings, addressing its challenges—such as assessment alignment, technological integration, and inclusive practice—is crucial for its sustainable and equitable implementation globally.

Conclusion

The systematic review of inquiry-based learning reveals compelling evidence of its transformative impact on educational practices and outcomes. This study has underscored the diverse benefits and best practices associated with inquiry-based pedagogy across various disciplines and educational settings. Throughout this review, it becomes evident that inquiry-based learning fosters active student engagement, critical thinking, and deeper conceptual understanding. By shifting the focus from passive reception to active exploration, students are empowered to take ownership of their learning journey. This approach not only enhances content mastery but also cultivates essential skills such as problem-solving, collaboration, and information literacy, which are crucial for success in today’s interconnected world.

Moreover, the review identifies key factors that contribute to the effective implementation of inquiry-based methodologies. Structured frameworks, professional development for educators, and the integration of technology emerge as critical enablers in creating supportive learning environments. These elements facilitate meaningful learning experiences that resonate with students’ diverse learning styles and interests. Importantly, the review highlights the need for ongoing research and collaboration to further refine and expand the application of inquiry-based learning. As education continues to evolve, continuous evaluation and adaptation of pedagogical approaches are essential to meet the changing needs of learners and society at large.

In conclusion, the findings from this systematic review underscore the significance of inquiry-based learning as a catalyst for pedagogic innovation. By embracing student-centred approaches, leveraging technological advancements, and redefining assessment practices, educators can create inclusive and dynamic learning environments that prepare students for future challenges and opportunities. Ultimately, the integration of inquiry-based pedagogy holds promise in shaping a more responsive, equitable, and effective educational landscape.