Guided inquiry to promote habits of mind and self-direction for elementary students: A systematic review

21st-century learning emphasizes the development of higher-order thinking skills, positive learning attitudes, and the ability to learn independently. In this context, fostering self-directed learners has become increasingly crucial. Two key components—habits of mind and self-directed learning—are essential for cultivating adaptive learners. One promising strategy to support this development, particularly at the elementary level, is the use of a technology-assisted guided inquiry approach. This study conducted a Systematic Literature Review (SLR) using the PRISMA method to examine how such approaches influence students’ habits of mind and self-direction. A total of 228 articles were initially identified through searches in reputable international databases using targeted keywords. After removing duplicates, 147 articles remained. Following a screening process, 82 full-text articles were reviewed by two independent evaluators, achieving a Cohen’s Kappa value of 0.80, indicating strong interrater reliability. Fifty articles that met the inclusion criteria were then analyzed thematically and synthesized narratively. The findings reveal that technology integration in guided inquiry enhances not only technical engagement but also serves as a cognitive and pedagogical tool. This approach supports the development of critical thinking, persistence, cognitive flexibility, and self-regulation. The review also underscores the importance of contextually relevant guided inquiry models, systematic investigations into thinking dispositions, and the creation of reliable assessment tools. Overall, the study contributes to a deeper theoretical and practical understanding of how technology-supported guided inquiry can effectively build essential 21st-century learning competencies in elementary education.