An Example of Inquiry-Based Social Studies Education Practice

Abstract

This study investigates the effectiveness of active learning methodologies implemented in humanities education at a Japanese technical college, specifically within the “Modern Society A” course. Through the systematic introduction of structured worksheets, facilitated group discussions, and individualized feedback mechanisms, the study demonstrated significant improvement in student engagement levels, critical thinking capabilities, and interpersonal communication competencies. The findings emphasize the crucial role of autonomous learning development and suggest the strategic integration of AI-based tools to enhance critical thinking processes. While the results indicate positive outcomes, challenges persist in establishing comprehensive assessment frameworks, highlighting the necessity for collaborative approaches to curriculum development and evaluation methodologies.