Page 179 - International Perspectives on Effective Teaching and Learning in Digital Education

Using Inquiry-Based Learning for Developing University Students’ Digital Skills

a strong appreciation for the active learning components of IBL, citing deeper
engagement, increased retention, and greater responsibility for their learn-
ing outcomes. This finding is in line with previous studies that demonstrated
the effectiveness of inquiry-based learning with undergraduate students in
different subject areas (Apedoe et al., 6; Levy & Petrulis, 1). At the same
time, the results show that the explanation phase surfaced as a critical area
for improvement, particularly in equipping students with the skills necessary
for conducting scientific literature reviews and critically evaluating academic
sources. Addressing this gap through more targeted instruction and practice
could further strengthen the overall effectiveness of IBL.
The positive student attitudes toward IBL, combined with their feedback on
the challenges they faced, provide valuable insights into the balance between
active learning and the demands it places on students. Students reported
greater motivation and satisfaction with their learning, which is consistent
with the findings of earlier studies which concluded that IBL approaches pro-
mote student motivation (Bayram et al., 13; Tuan et al., 5). At the same
time, the participants in our study also acknowledged the increased time and
effort required. This points to the need for carefully structured scaffolding to
support students through more demanding tasks, such as literature review
and group coordination. In terms of skill development, IBL was largely seen as
beneficial, particularly in enhancing digital competencies and fostering col-
laboration. However, for students already proficient in digital tools, the gains
were more aligned with critical thinking and teamwork, suggesting that dif-
ferentiation may be necessary to cater to varying skill levels. Overall, while
challenges remain, especially regarding critical thinking and information lit-
eracy, the positive impact of IBL on student engagement, motivation, and
skill development is evident.
The data from the study revealed also several challenges faced by the stu-
dents during the activity, such as identifying appropriate sources and coor-
dinating group work. This aligns with the findings of Levy and Petrulis (1)
which suggest that in IBL teaching settings students need extensive guid-
ance and formative feedback.

Conclusion
A key aspect of 1st-century education is the emphasis on developing critical
thinking. The ability to analyze, evaluate, and synthesize information is vital
for individuals to effectively engage with the vast array of information availa-
ble in the digital age. Beyond technical proficiency, digital literacy requires the
ability to discern reliable sources, critically interpret information, and utilize

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