Inquiry-Based Learning as a Transformative Pedagogical Practice

Inquiry-based learning (IBL) represents one of the most powerful paradigms for transforming
education from transmission to exploration, from rote performance to intellectual discovery.
Rooted in constructivist epistemology, inquiry learning situates the learner as an active
investigator rather than a passive consumer of information. This paper critically examines IBL as
a transformative pedagogical practice that redefines the nature of teaching, learning, and
knowledge creation in twenty-first-century education. Drawing on extensive global literature
(2018–2025) and supported by mixed-method empirical analysis, the study explores how inquiry
pedagogy cultivates critical thinking, creativity, collaboration, and self-efficacy across disciplines
and educational levels. It further interrogates the philosophical lineage of inquiry learning in
Deweyan pragmatism, Bruner’s discovery learning, and Freirean dialogical praxis, arguing that
inquiry constitutes not merely a method but an ethical stance toward curiosity, democracy, and
human growth. Findings from cross-cultural studies indicate that inquiry-based environments
enhance motivation, deepen conceptual understanding, and foster lifelong learning dispositions.
Yet implementation faces challenges of assessment rigidity, curriculum overload, and teacher
preparedness. The paper concludes that inquiry-based learning, when grounded in reflective
practice and supported institutionally, offers a transformative framework capable of restoring the
moral and intellectual vitality of education in a world demanding adaptability, empathy, and
innovation.