Quality Assurance of Inquiry-Based Learning

Abstract

This paper attempts to provide a comprehensive examination of the challenge of quality assurance in inquiry-based learning. Specifically, it traces the growing emphasis on generic and abstract competencies since the 1970s, the establishment of the Period for Integrated Studies, and more recent directions reflected in revisions of the national curriculum guidelines—namely, the expansion of the concept of inquiry, its alignment with subject-based learning, and the integrated development of information literacy competencies. With regard to the quality of inquiry, the paper presents its constituent elements from a multi-layered perspective and argues that the cultivation of higher-order capabilities—such as metacognition, self-regulated learning, and learner autonomy—constitutes a core outcome of inquiry-based learning. In addition, it discusses the interactions between inquiry processes and information literacy, including generative AI literacy, as well as the significance of learners’ sense of self and agency. To ensure quality, the paper emphasizes the necessity of integrating authentic learning activities with reflective approaches, establishing environmental factors that support inquiry, and fostering competencies such as information literacy, thinking skills, and metacognitive abilities. Finally, it highlights the complexity of factors involved in quality assurance and outlines directions for future research and practice.