Page 168 - International Perspectives on Effective Teaching and Learning in Digital Education

Mojca Žefran and Silva Bratož

In response to these educational demands, innovative pedagogical ap-
proaches have been explored to enhance digital literacy in a meaningful
and sustainable way. Inquiry-based learning (IBL), which emphasizes stu-
dent-driven exploration, active problem-solving, and hands-on engagement
with learning materials, has long been recognized as an effective strategy in
science education (Bybee et al., 6). Recently, however, it has gained in-
creasing attention across various disciplines, including digital literacy, due to
its potential to cultivate deeper understanding and foster independent learn-
ing. By encouraging students to formulate questions, investigate problems,
and seek solutions through exploration, IBL not only facilitates the acquisi-
tion of technical skills but also enhances cognitive abilities such as critical
thinking, creativity, and the capacity to evaluate digital resources. Through
this approach, students learn to engage with technology in a reflective and
purposeful way, developing competencies that go beyond mere tool profi-
ciency to include ethical considerations, digital communication strategies,
and responsible information management.
Given the growing importance of digital literacy and the potential of IBL in
fostering meaningful learning experiences, this paper explores the intersec-
tion of these educational priorities. Specifically, it examines students’ perspec-
tives on the effectiveness of an IBL approach in developing their digital skills.
A design-based research framework was adopted to implement and evaluate
a structured IBL scenario tailored to pre-service primary school teachers. By
analyzing students’ attitudes, experiences, and the challenges they encoun-
tered, this study aims to provide insights into the role of inquiry-based meth-
ods in fostering digital competencies and promoting deeper engagement
with digital technologies in educational contexts.

Theoretical Framework
Inquiry-based learning is a pedagogical approach that emphasizes the active
engagement of the learners in the learning process thus shifting the focus
from traditional teacher-led instruction to a more student-centred model
(Pedaste et al., 15). According to Keselman (3), IBL encourages students
to gather knowledge by following all the stages of scientific research, such
as formulating research questions or hypotheses, conducting research and
deriving conclusions based on their findings. A significant contribution to
understanding IBL was made by Dewey through his advocacy for experien-
tial learning, reflective thinking, and student-centred education (Dimova &
Kamarska, 15). His ideas laid the foundation for IBL by emphasizing active
engagement, problem-solving, and learning through experience.

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