Abstract
The article is devoted to a comprehensive analysis of practical experience and evaluation of the effectiveness of implementing the Inquiry-Based Learning (IBL) model into the educational process of a higher education institution. The main focus is on the testing of this innovative methodology during laboratory classes in the discipline "Biochemistry" for first-year (Bachelor's) level students of specialty 181 "Food Technologies" at Lutsk National Technical University. The authors aim to investigate how the transition from reproductive execution of regulated instructions to independent scientific inquiry affects the formation of professional competencies, student motivation, and the integration of interdisciplinary knowledge. The study is based on a non-linear five-phase IBL model (orientation, conceptualization, investigation, conclusion, and discussion) adapted for chemical laboratory conditions. The paper details and tests for the first time the industry-specific application of IBL technology for the training of future food technologists through the prism of integrating five fundamental chemical disciplines. Analysis of feedback from students involved in the project between 2022 and 2024 made it possible to assess the feasibility of implementing the IBL model in the educational process.The results of the approbation confirmed the high efficiency of the IBL methodology in stimulating cognitive interest and developing students' critical thinking; however, they revealed an adaptive barrier during the transition from algorithmized learning to independent scientific search. The conditions for implementing the IBL model in the higher education process are highlighted. Successful implementation of this approach requires high methodological training of the teacher and the development of specialized tools for objective assessment of research activity results in the context of digital transformation in education.
References
Alberto, M. C. L., Viviana, B. V. C., Vladimir, B. E. C., & Fernanda, P. A. P. (2024). Innovative strategies to strengthen teaching-researching skills in chemistry and biology education: A systematic literature review. In Frontiers in Education (Vol. 9, p. 1363132). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1363132
Chen, H. C., Gijlers, H., Sui, C. J., et al. (2023). Asian students' cultural orientation and computer self-efficacy significantly related to online inquiry-based learning outcomes on the Go-Lab platform. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-023-10058-9
Chen, Z. (2023). Innovative methods and applications of chemical education based on modern science and technology. Frontiers in Educational Research, 6(25), 136-141. https://doi.org/10.25236/FER.2023.062523
Cushman, J., Donaldson, B., Dow, K., Gantner, R., George, C. Y., & Jaco, W. (2023). Merging inquiry and math teachers' circles: The Math Circles of Inquiry project. Notices of the American Mathematical Society, 70(6), 963-966. https://doi.org/10.1090/noti2723
Finn, J. B. L. (2023). vSim® gerontology and inquiry-based learning enhancing clinical reasoning and preparation for practice. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2023.05.002
Greenfield, S., & Niemczyk, E. (2023). Adopting a soft transdisciplinary approach via inquiry/project based learning: A focus on legal education. Space and Culture, India, 11(1), 27–40. https://doi.org/10.20896/saci.v11i1.1350
Hulai, O., Moroz, I., & Shemet, V. (2023). The concept of teaching chemical disciplines for future food technologists. Scientific Notes of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. Section: Theory and Methods of Teaching Natural Sciences, (4), 117–124. https://doi.org/10.31652/2786-5754-2023-4-117-124
Hulai, O., Moroz, I., & Shemet, V. (2024). Inquiry-based learning in the study of chemical disciplines by food technologies students. Proceedings of the 4th International Conference on History, Theory and Methodology of Learning (ICHTML 2024), 107-113.
Hussain, M. A. M., Zainuri, N. A., Zulkifli, R. M., & Rahman, A. A. (2023). Effect of an inquiry-based blended learning module on electronics technology students' academic achievement. Journal of Technical Education and Training, 15(2), 21-32.
Karnishyna, D. A., et al. (2022). The use of augmented reality in chemistry lessons in the study of "Oxygen-containing organic compounds" using the mobile application Blippar. Journal of Physics: Conference Series, 2288, 012018. https://doi.org/10.1088/1742-6596/2288/1/012018
Lee, H. Y. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of Language Teaching and Research, 5(6), 1236-1244. https://core.ac.uk/download/pdf/158318935.pdf
Maharani, N. I., Dasna, I. W., & Utama, C. (2023). The effectiveness of inquiry-based learning instrument to enhance student's critical thinking skills. Madrasah: Jurnal Pendidikan and Pembelajaran Dasar, 15(2), 66-77. https://doi.org/10.18860/mad.v15i2.18682
Majidova, M. P. (2023). Enhancing biology education: Effective methods for utilizing laboratory classes. Journal of Pedagogical Inventions and Practices, 21, 10–14. https://zienjournals.com/index.php/jpip/article/view/4070
Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Nzomo, C. M., Rugano, P., & Njoroge, J. M. (2023). Relationship between inquiry-based learning and students' attitudes towards chemistry. International Journal of Evaluation and Research in Education, 12(2), 991-997. http://doi.org/10.11591/ijere.v12i2.24165
Ochs, A. M., Dee, J. M., Arnold, A. M., Barber, K. A., & Zovinka, E. P. (2023). Connecting active artwork to chemistry: Leading students in inquiry-based learning of density and viscosity. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00277
Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
Orazbai, A., Zharimbetova, A., Rysbekova, A., Abisheva, S., & Saduakasova, Z. (2024). Innovative technologies and methods for teaching chemistry within the STEM. Scientific Collection «InterConf+», (61), 137-154. https://doi.org/10.51582/interconf.19-20.09.2025.012
Paidi, P., Anazifa, R. D., & Pratama, A. T. (2023, June). The effectiveness of free inquiry-based learning integrated with deep source usage on students' critical, creative thinking and self-directed learning skills. AIP Conference Proceedings, 2614(1). https://doi.org/10.1063/5.0126638
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students' inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81-95.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Penn, M., & Ramnarain, U. (2025). Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models. International Journal of Science Education, 1-25. https://doi.org/10.1080/09500693.2025.2574519
Sam, R. (2024). Systematic review of inquiry-based learning: Assessing impact and best practices in education. F1000Research, 13, 1045. https://doi.org/10.12688/f1000research.155367.1
Sharma, P. K., Kumar, H. S., & Verma, M. (2023). The psychological influence of inquiry-based learning on students' emotional intelligence and well-being in education. Journal for ReAttach Therapy and Developmental Diversities, 6, 173-178. https://jrtdd.com/index.php/journal/article/view/780
What Is Inquiry-Based Learning: 7 Benefits & Strategies You Need to Know / Guido, M.. (2017). Prodigy Education. https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-strategies/
Widowati, A., & Tyas, R. A. (2024). Mobile-based learning in science trends: A systematic review (2015–2023). Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2303563
Zohar, A. (2023). It’s Not All or Nothing: System-Wide Implementation of Inquiry-Based Teaching and Learning. In: Scaling-up Higher Order Thinking. Springer, Cham. https://doi.org/10.1007/978-3-031-15967-1_5
This work is licensed under a Creative Commons Attribution 4.0 International License.