Inquiry-based teaching for the training of researchers in higher education: a systematic review
DOI:
https://doi.org/10.55040/yhr18f02Keywords:
inquiry-based teaching, higher education, researcher development, teaching practices, faculty development, systematic reviewAbstract
Inquiry-based teaching, has emerged as an effective approach for developing researchers, fostering analytical and critical skills by enabling students to construct knowledge autonomously. This study synthesizes literature on IBT in higher education, emphasizing the instructor’s role and opportunities for improvement. Using a PRISMA-guided systematic review, we analyzed 14 studies published between 2017 and 2024, identifying effective instructional practices. Findings indicate that, while inguiry-based teaching strengthens critical thinking and inquiry skills, persistent barriers remain, including insufficient teacher preparation and limited technological resources. The review recommends targeted faculty development, coherent curricular alignment, and stronger institutional support to enhance implementation quality and sustainability in university settings.
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