Formative assessment plays a crucial role in enhancing students’ understanding of complex subjects such as geography. This study aimed to explore the effectiveness of formative assessment practices employed by primary geography teachers in Saudi Arabia to promote students’ comprehension of geographic concepts. Seventy teachers from the Eastern and Western regions participated. Data were collected through a structured classroom observation checklist designed to examine formative assessment strategies during geography lessons. Results indicated that teachers, in general, applied formative assessment techniques to foster critical thinking and analytical skills. Common strategies included open-ended questioning, constructive feedback, and peer assessment, which supported students’ understanding and encouraged higher-order thinking. Teachers also promoted active student engagement by connecting lesson content to real-world contexts. However, challenges remained in fully integrating inquiry-based learning, problem-solving, and student-led demonstrations. Findings align with contemporary educational theories such as constructivism and social cognitive theory reveal a gap between theoretical knowledge and practical skill development. To address this, the study recommends expanding professional development programs to equip teachers with diverse formative assessment tools and instructional methods. Additionally, curricula should be revised to incorporate experiential learning opportunities, including fieldwork and modern technologies like Geographic Information Systems (GIS). Enhancing school infrastructure and supportive policies is essential to sustain student engagement and improve the quality of geographic education.

The study focused on investigating the transformative learning experiences of trainee teachers at one of the teacher training institutes of District Peshawar. Transformative learning is more than a simple technique; it is an effective path of self-analysis and professional development that empowers teachers to become inclusive, creative, and considerate. Through transformative learning, teaching becomes a meaningful mission that challenges presumptions and encourages critical thinking. The present study aimed to investigate transformative learning experiences in teacher training through a narrative of teachers and was delimited to a particular group in District Peshawar. The researcher followed the interpretivism philosophy and adopted a qualitative research method. Participants were selected based on their live experience in the teaching field and their willingness to share experiences. A semi-structured interview format was used for data collection. One-on-one, in-person interviews were conducted to allow interviewees to cooperate openly in discussion. Prior to the interviews, consent forms were signed regarding audio recording and later use for research purposes. Notes were also taken on the spot for future reference, and participants were reminded that they could stop the interview at any time. The researcher used thematic analysis as the data analysis technique. A central theme emerged showing a shift in teachers’ perceptions of their professional roles. Most teachers began their careers with a traditional approach emphasizing passive learning, discipline, and content coverage. However, professional training and reflective practices enhanced their facilitation skills, enabling them to see themselves as facilitators rather than passive transmitters of knowledge. This transformation brought dynamic changes in classroom management, where inquiry-based learning, one-to-one dialogue, and student engagement through creative assignments took precedence.

The study focused on investigating the transformative learning experiences of trainee teachers at one of the teacher training institutes of District Peshawar. Transformative learning is more than a simple technique; it is an effective path of self-analysis and professional development that empowers teachers to become inclusive, creative, and considerate. Through transformative learning, teaching becomes a meaningful mission that challenges presumptions and encourages critical thinking. The present study aimed to investigate transformative learning experiences in teacher training through a narrative of teachers and was delimited to a particular group in District Peshawar. The researcher followed the interpretivism philosophy and adopted a qualitative research method. Participants were selected based on their live experience in the teaching field and their willingness to share experiences. A semi-structured interview format was used for data collection. One-on-one, in-person interviews were conducted to allow interviewees to cooperate openly in discussion. Prior to the interviews, consent forms were signed regarding audio recording and later use for research purposes. Notes were also taken on the spot for future reference, and participants were reminded that they could stop the interview at any time. The researcher used thematic analysis as the data analysis technique. A central theme emerged showing a shift in teachers’ perceptions of their professional roles. Most teachers began their careers with a traditional approach emphasizing passive learning, discipline, and content coverage. However, professional training and reflective practices enhanced their facilitation skills, enabling them to see themselves as facilitators rather than passive transmitters of knowledge. This transformation brought dynamic changes in classroom management, where inquiry-based learning, one-to-one dialogue, and student engagement through creative assignments took precedence.

This action research examined the impact of inquiry-based learning (IBL) through the 5E (Engage, Explore, Explain, Elaborate, Evaluate) model on Grade 8 students' science achievement, with 42 students selected purposively from Laureano Salusod National High School (LSNHS), a government school in a remote area, Philippines, using a one-group pretest-posttest design. The 8-week intervention, using the 5E phases, targeted the fourth-quarter topics (Force, Motion, and Energy) in accordance with the MATATAG curriculum. It used a 40-item, teacher-made, validated test (Cronbach’s α=0.87) containing 20 conceptual, 10 problem-solving, and 10 application test items that assess performance in the following dimensions. For the quantitative results, mean percentage scores increased by 27.62 points from pretest (M=48.57; SD=9.23; Below Proficient) to posttest (M=76.19; SD=7.45; Proficient). The paired-samples t-test was statistically significant, t(41)=14.67, p-value<0.001, affirmed by the very large Cohen’s d effect size of 3.41. For the domains, application was highest at +31.4 points; problem-solving followed at +28.9 points; and conceptual was approximately +25.0 points. The reasoning showed the greatest improvement by honing the higher-order skills. In the features, the qualitative data showed that students were more engaged, more responsive, and more confident in conducting scientific inquiry, even though they were from a resource-limited school and had a language barrier. Therefore, the findings support the proposition of using localization and low-cost 5E-based IBL in improve science teaching and combat low performance in Philippine high schools with limited resources. Furthermore, the recommended action is the nationwide DepEd teacher training on IBL and its scaffolding strategies in multilingual forms.

Generative artificial intelligence (GenAI) has rapidly emerged as a transformative educational technology, raising questions about how educators and pre-service teachers critically engage with AI-produced content. This case study investigates how WebQuests, a long-established, inquiry-based pedagogical model, can foster critical engagement with GenAI tools. Situated within an initial teacher education programme, a WebQuest, incorporating GenAI sources, was implemented with 24 pre-service language teachers, who engaged with curated resources alongside ChatGPT and Copilot to produce infographics for secondary school audiences. Data were collected through semi-structured interviews and were analysed using Braun and Clarke’s thematic analysis. Findings indicate that scaffolded engagement with GenAI encouraged participants to compare AI-generated outputs with trusted sources, critically evaluate accuracy and reliability, and reflect on integration into their future practice. Whilst pre-service teachers valued GenAI’s accessibility and efficiency, they expressed concerns about clarity, verbosity, and trustworthiness. The WebQuest model effectively supported synthesis of multiple information sources, fostering functional AI engagement and critical evaluation of its affordances and limitations. This case study concludes that integrating GenAI within structured, inquiry-based pedagogies advances digital and AI literacy in initial teacher education, whilst highlighting the need for institutional guidance, professional development, and further research in this area.

This study aims to analyze the implementation of the inquiry learning model to enhance junior high school students’ scientific literacy. The research is grounded in the concern that Indonesian students’ scientific literacy remains low, largely due to traditional teaching methods focused on rote memorization rather than scientific exploration. Employing a qualitative descriptive approach with a case study design, the research was conducted at MTs Alkhairaat Pusat Palu. Data were collected through classroom observations, in-depth interviews, and document analysis, then processed using Miles, Huberman, and Saldaña’s interactive analysis model, which consists of data condensation, data display, and conclusion drawing. The results show that the guided inquiry learning model effectively promotes students’ active participation, strengthens their scientific reasoning abilities, and deepens their conceptual understanding of natural phenomena. The teacher acts as a facilitator, guiding students to construct knowledge through investigation and reflective discussion. Improvements in scientific literacy were evident in students’ ability to interpret experimental data, explain scientific phenomena logically, and connect scientific concepts with real-life contexts. Supporting factors included teacher readiness, the use of relevant contextual materials, and a collaborative learning environment. Theoretically, this study reinforces social constructivism as a foundation for inquiry-based science education, while practically, it provides recommendations for developing curricula and teacher training programs that emphasize evidence-based scientific investigation and inquiry-oriented pedagogy.

This study investigated the effects of Peer Teaching (PT) and Inquiry-Based Teaching (IBT) strategies on the academic achievement of mathematics students in Delta Central Senatorial District. Four research questions were raised, and corresponding hypotheses were stated and tested at the 0.05 level of significance. The study employed a quasi-experimental, non-equivalent pre-test, post-test control group design. The population comprised 21,147 Senior Secondary II students from 190 public secondary schools during the 2024/2025 session. A sample of 392 students was selected from six mixed secondary schools using a multistage sampling technique. The Mathematics Achievement Test (MAT) was the instrument used for data collection. Its reliability was established by administering it to 50 SS II students in two secondary schools outside the study area, yielding a reliability coefficient of 0.81 using the Kuder-Richardson Formula 21. Both pre-test and post-test scores were collected and analyzed. Descriptive statistics (mean and standard deviation) were used to answer research questions, while inferential statistics (t-test, ANOVA, and ANCOVA) were used to test the hypotheses. Findings shows a significant difference in mean achievement scores among the instructional groups, with students taught using Peer Teaching achieving higher scores than those taught through Inquiry-Based Teaching and those in the control group. However, there were no significant differences in achievement between male and female students, under Peer Teaching or Inquiry-Based Teaching strategies. Additionally, there were no significant interaction effects between instructional strategy and sex or location on students’ mathematics achievement. Based on these findings, it was recommended that mathematics teachers incorporate these strategies—particularly peer teaching into their instructional practices to encourage active learning and peer collaboration.

Inquiry Based Learning (IBL) has emerged as a transformative pedagogical approach in mathematics education, emphasizing student-centered exploration and critical thinking. This study conducts a bibliometric analysis to explore trends, influential contributors, and research themes in IBL within mathematics education. A total of 82 publications were retrieved from the Scopus database, covering the period from 2008 to 2024. Analytical tools such as biblioMagika® were employed for metric calculations, OpenRefine for data cleaning, and VOSviewer for network visualization. The analysis reveals a notable increase in IBL research after 2016, with a peak in 2024, driven by the integration of digital tools and the growing emphasis on problem-solving skills in mathematics education. The leading contributors include countries such as the United States, Australia, and the Netherlands, with institutions like the University of California and Utrecht University playing pivotal roles. Highly cited publications from authors such as Katja Maass and Sandra L. Laursen underscore the field’s academic impact. Core research themes identified include constructivism, technology-enhanced learning, and mathematical modeling, with frequent keywords being "inquiry based learning," "mathematics education," and "problem-solving." Citation metrics indicate an h-index of 17 and an average citation rate of 11.38 per publication, reflecting the scholarly influence of IBL research. This comprehensive analysis offers valuable insights for educators, researchers, and policymakers, advocating for continued exploration of IBL's potential to enhance mathematical understanding and inquiry-driven learning outcomes.

This research examines the methods and approaches to teaching geography in Libya, focusing on the shift from the traditional approach to the contemporary educational perspective, within the context of the structural and educational challenges facing Libyan education as a result of political and social changes. This research sought to answer the main question: How can modern teaching methods be employed in geography in accordance with contemporary educational trends at the primary and intermediate levels in Libya? The research adopted a descriptive-analytical approach, reviewing educational literature and previous studies, and analyzing the reality of geography teaching in Libya. It concluded that traditional teaching methods, based on rote learning and memorization, are still prevalent in many schools, leading to poor academic achievement and low motivation to learn. In contrast, modern methods such as project-based learning, cooperative learning, blended learning, inquiry-based learning, and brainstorming offer broader opportunities for developing spatial reasoning and scientific analysis skills, and enhance student interaction with their environment. The research also demonstrated that implementing modern methods requires a shift in educational philosophy from a teacher-centered to a learner-centered approach, with educational technology serving as a medium for integrating knowledge and practice. It further emphasized that improving teacher competency and developing curricula and infrastructure are essential prerequisites for activating these methods in Libyan schools.

Traditional laboratory practicals exploring cardiovascular physiology and pharmacology rely on mammalian models, presenting ethical, financial, and logistical challenges. Danio rerio (zebrafish) larvae offer a compelling alternative that aligns with the partial replacement principle of replacement, reduction, and refinement (the 3Rs), while providing an opportunity for students to develop desirable in vivo skills to improve their employability. Here, we introduce an engaging set of in vivo laboratory practicals suitable for large undergraduate cohorts that utilizes larval zebrafish to investigate cardiac ion channels and receptors. The practical involves two 3-hour sessions where students measure heart rate in 72- and 96-hour postfertilization larvae in response to various treatments. The first session introduces students to handling larval zebrafish before exploring the effects of a reduced ambient temperature and application of the commonly used zebrafish anesthetic tricaine (MS-222) on both heart rate and the zebrafish startle reflex. Finally, students apply the well-known adrenergic agonist adrenaline. The second session empowers students to develop their own testable hypothesis regarding which ion channels or receptors are likely to influence zebrafish heart rate, providing them with the autonomy to select two pharmacologically active drugs from a carefully curated list [e.g. isoproterenol (β-adrenergic receptor agonist), propranolol (β-adrenergic receptor antagonist), and nifedipine (L-type calcium channel blocker)] that will enable them to address their hypothesis. Students' subsequent data for analysis allows them to develop an understanding of the conserved and divergent aspects of cardiac physiology between zebrafish and mammalian systems, and an appreciation of the importance of appropriate model selection in physiological and pharmacological research.NEW & NOTEWORTHY The document outlines how large-scale undergraduate practical classes involving Danio rerio (zebrafish) can be used to teach cardiovascular physiology. It emphasizes the educational value of using live zebrafish to explore heart rate, drug effects, and homeostasis. The process supports active, inquiry-based learning, fostering engagement, critical thinking, and collaborative skills. It also addresses ethical and logistical considerations. Overall, the approach effectively combines hands-on experimental experience with core physiological concepts in an impactful educational format.

Interactive Digital Stories with GenAI-Supported Feedback for Inquiry-Based Physics Learning and Teaching

In Pakistani education, English as a second language plays a vital role. It is taught as a compulsory subject to the students for fourteen years. Despite the fact, the standard of proficiency in English language is falling due to inappropriate methodologies employed in language pedagogy at school and college level, consequently students find English language as a barrier in pursuit of achieving excellent careers. The study attempts at finding out the impact of using inquiry based teaching (IBT) on students’ achievement scores. IBT refers to involving students through question-answer mechanism to understand the concept under study. Experimental research with pre-test post-test control group design was conducted on a total of 156 students of VI grade, 78 students in experimental and 78 in control group for two months. The sample was selected as an intact group. An achievement test was administered to collect data from students. The data of 25 students from each group with 80% or above attendance was analyzed. The results of the study show that IBT methodology has positively significant effect on students’ achievement score. Therefore the second language teacher may use IBT to enhance students’ achievement score. Furthermore the study may be replicated for the use of IBT in second language teaching at different academic levels.

This study aims to explore how Artificial Intelligence (AI) technology can empower inquiry-based learning in high school mathematics. Addressing issues such as limited resources, insufficient guidance, and simplistic evaluation in traditional inquiry activities, this research proposes a design framework for AI-assisted inquiry-based learning activities, with the core concept of "invisible technology, visible thinking". This framework organically integrates AI technologies like big data analysis, intelligent tutoring, and knowledge graphs into the entire inquiry process: "context creation - question posing - collaborative inquiry - outcome generation - reflective evaluation". Through practical implementation in multiple classes of a high school, focusing on topics such as "functions", "geometry", and "probability and statistics", this study collected students' activity outcomes, classroom observation data, and learning feedback. The results indicate that AI technology can provide dynamic, visual learning scaffolds and personalized cognitive support for inquiry-based learning, effectively fostering students' higher-order mathematical thinking skills like question posing, logical reasoning, and collaborative inquiry, thereby enhancing the depth and efficiency of inquiry activities. This study offers an operable practical paradigm for the deep integration of "AI + Education" in subject-specific teaching.

ABSTRACT Introduction and Analytic Framework In an era of complex global challenges, fostering critical, adaptive, and inquiry-driven learners necessitates robust geography education and inquiry-based learning (IBL). While globally endorsed, IBL’s textual codification across national contexts remains under-explored. The study combines discourse analysis with curriculum mapping, providing a multilayered lens to examine how IBL is conceptually framed, linguistically constructed, and operationally supported in geography curriculum documents. Methods A mixed-methods comparative analysis examined high school geography curriculum standards in Mainland China, the United States, Singapore, and British Columbia. The methodology combined computational linguistics (semantic and syntactic analysis) with a multi-dimensional scoring framework evaluating core IBL features. Findings Analysis revealed substantial cross-jurisdictional variation. Distinct linguistic patterns in voice and syntactic complexity signal divergent framings of student versus systemic agency. Multi-dimensional scoring demonstrated that the United States and British Columbia exhibit comprehensive IBL integration, Singapore presents a structured hybrid model, and Mainland China demonstrates a more limited, teacher-guided articulation. Discussion These variations are not merely stylistic but are deeply shaped by intersecting assessment regimes, pedagogical traditions, and governance structures. Highlighting the tension between inquiry ideals and high-stakes testing, this study provides critical insights for aligning policy with pedagogical practice to foster robust IBL globally.

Despite the advancement of scientific literacy and critical thinking within the context of biological education in Indonesia, students’ competencies in these domains remain markedly deficient. The students find difficulties connecting the biological concepts in solving the problems they face in daily life. This research aimed to enhance the scientific literacy and critical thinking abilities of students engaged in biology education through the implementation of inquiry-based and problem-based learning (PBL) models. The study employed a quasiexperimental design featuring a pre-test and post-test of non-equivalent control group design, which included a total of 84 participants of senior high schools in Bengkulu City, Indonesia. Two sets of instrument test were used in this investigation comprised assessment of scientific literacy alongside examination of critical thinking capabilities. The findings derived from this research indicated that both inquiry-based and problem-based learning models significantly improved the students’ science literacy and critical thinking in learning biology compared to the students of control class. The improvement of both science literacy and critical thinking skills of the students was significantly higher through inquiry learning than PBL.

This study analyzes the effect of the inquiry-based learning model on elementary school students’ numeracy literacy skills. Using a pre-experimental one-group pretest–posttest design with 30 fifth-grade students, data were collected via essay-based tests. The results showed a significant increase in numeracy literacy, with the average score rising from 59.77 on the pretest to 82.53 on the posttest. Statistical validation through a paired-samples t-test yielded a t-value of -145.275 (p < 0.05), confirming that the improvement was not due to random chance. Furthermore, an N-Gain analysis of 0.788 indicates a high level of improvement. Deeper analysis using the Pearson product–moment correlation revealed a very strong positive relationship of 0.991 (p = 0.000) between pretest and posttest scores. This demonstrates that student progress was highly consistent across the group, meaning the intervention effectively benefited both high- and low-achieving students similarly. These findings suggest that inquiry-based learning effectively enhances numeracy literacy by encouraging active involvement and contextual problem-solving.

Innovative teaching strategies support participation and learning. This study employed correlational and causal research designs with content analysis that determined the significant relationship between innovative teaching strategies and learners’ outcomes. This also identified which of the dimensions such as collaborative learning, inquiry-based learning, and experiential learning in the independent variable singly or in combination influence the learners’ outcomes. This study was conducted to 155 Grade 5 learners who were selected through simple random sampling using and adapted survey questionnaire. The data employed were collected through an adapted survey questionnaire. To analyze the gathered data statistically, Mean, Standard Deviation, Pearson Product Moment Correlation, and Multiple Linear Regression were utilized. Results showed that the teachers’ innovative teaching strategies are high. Learners’ outcome for the Third Quarter is at Satisfactory level. Experiential learning is significantly correlated to learners’ outcomes and the best predictor of learner’s outcome. Learners learn better if hands-on activities that can relate to real life situation are employed by teachers in their class discussions. Continued experiential teaching may be applied but other innovative teaching strategies may be added for a better learners’ outcome.

ABSTRACT This article introduces and analyzes new, quantitative measures of inquiry-based and culturally responsive learning opportunities and finds that they are strongly related to students’ civic commitments, interest in diverse perspectives, and emotional engagement with their social studies classes. It draws on a unique panel dataset of public middle- and high-school students in Chicago (N = 41,880 students from 603 schools) conducted in 2022 and 2023. We also find that these learning opportunities are not distributed equally. For example, Latinx and Asian American youth report significantly lower levels of exposure to culturally responsive learning opportunities than Black youth. In addition, English language learners are less likely to receive inquiry-based instruction than other students. Differences such as these raise important questions as to why these inequalities exist and highlight the need for reform to ensure greater and more equitable access for all students.

Adaptive Strategies and Support Systems in Implementing Inquiry-Based Learning in Physics Instruction

The integration of Information and Communication Technology (ICT) is pivotal in modern education, enhancing teaching and enabling interactive, enquiry-based learning in History. Despite its benefits, integrating ICT in educational institutions remains challenging, particularly in schools located in rural and semi-urban areas. This qualitative study explored the lived experiences of teachers and learners in the use of ICT in the teaching and learning of History in one selected school within the Chris Hani West District in Eastern Cape Province of South Africa Guided by the Constructivist Learning Theory and the SAMR Model the research examined how ICT influences pedagogical practices, learner engagement, and classroom interaction. Thematic analysis of participants' experiences showed that although ICT enhances student participation, creativity, and inquiry, its use remains inconsistent due to challenges like time constraints, lack of training, and limited access to digital tools. Teachers who practiced collaborative and incremental ICT adoption seemed to develop a growing sense of confidence and pedagogical innovation. The study concludes that continuous professional development, supportive leadership, and context-sensitive implementation strategies are necessary for effective and sustainable integration of ICT. This study contributes to a very small, yet emerging, knowledge base on Technology-Integrated Education in History in under-resourced settings through a theoretically and practically grounded conception of the experiences within this sector. This study, theoretically and practically, offers a framework for incorporating ICT in a pedagogic and contextually appropriate manner within History Education in a South African setting.