Integrating Inquiry-Based and Project-Based Learning: A New Model to Enhance Students' Teamwork, Skills, and Critical Thinking
DOI:
https://doi.org/10.22555/joeed.v12i2.1340Keywords:
Critical Thinking, Instructional Model, Inquiry-Based Learning, Project-Based Learning, Teamwork SkillsAbstract
Nowadays collaboration and critical thinking have become indispensable across classrooms and workplaces. Accordingly, this study is conducted to bring the development of such capacities into perspective by reporting a systematic review of literature on PjBL and IBL studies indexed between 2014 and 2024 in the SCI and SSCI databases. Eventually, nine high-quality articles were selected. The synthesis of review indicates that PjBL is largely outcome-oriented which means that the students develop comprehensive problem-solving competence through project design and enactment in the process of problem definition, solution planning, project execution, and evaluation of results. By contrast, IBL is organized around the inquiry process as such, emphasizing the strengthening of autonomous learning through problem posing, investigative research, and data analysis, whereas the way it is put into practice is normally shaped by the design of support systems and the purposeful use of educational technologies. In the light of such insights, we propose an integrated model for teaching that blends PjBL and IBL through five connected elements: constructing authentic learning contexts, driving learning with projects, enabling collaborative in-depth inquiry, fostering dynamic interaction and knowledge sharing, and employing multidimensional assessment alongside continuous reflection. That model aims to provide a practical framework for educators to help students enhance teamwork skills and critical thinking by means of practical engagement and deep reflection. However, the study is limited by the literature review method and lacks empirical verification. Future research should focus on empirical studies, optimize search strategies, and address individual student differences and technological integration to improve the teaching model and enhance educational quality.
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