Systematic literature review of inquiry-based learning models for optimizing learning outcomes at various educational levels

This study conducts a systematic literature review to examine and analyze inquiry-based learning models across various educational contexts, aiming to identify the most effective inquiry phases for optimizing learning outcomes at different educational levels. Widely recognized for fostering critical thinking, collaboration, and problem-solving skills, inquiry-based learning models' effectiveness largely depends on how specific inquiry phases are implemented, especially across different educational stages. Using Scopus as the primary data source, we followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analysis) guidelines to identify, screen systematically, and include studies that explicitly present inquiry phases, ultimately selecting 22 relevant articles for detailed analysis. The data collected were synthesized across four main research questions: (1) primary contributions of different inquiry-based approaches, (2) common patterns in inquiry phases, (3) the impact of varied learning objectives on the inquiry structure, and (4) differences in learning outcomes based on educational contexts and approaches. The results provide insights into optimal phase sequencing across educational levels and reveal how certain phases support achieving diverse learning objectives, from enhancing critical thinking to deepening conceptual understanding. This study offers valuable guidance for educators and policymakers in designing inquiry-based models adapted to students' needs across educational stages.