Inquiry-based learning and epistemic beliefs as foundations of sustainable mathematical problem-solving in secondary education

This study examines the effects of inquiry-based learning (IBL) and epistemic beliefs on senior high school students’ perceived mathematical problem-solving competence within the context of sustainable mathematics education. A quantitative cross-sectional design was employed, and data were collected from 395 senior high school students using a structured questionnaire. Exploratory factor analysis and reliability analyses were conducted using SPSS version 27, while confirmatory factor analysis and structural equation modeling were performed using AMOS version 23. The findings showed that IBL had a significant positive effect on students’ perceived problem-solving competence (PPSC) and epistemic beliefs. Epistemic beliefs also significantly and positively predicted PPSC. However, the interaction between IBL and epistemic beliefs was not statistically significant, indicating that epistemic beliefs did not moderate the relationship between IBL and PPSC. These findings suggest that IBL and epistemic beliefs make independent contributions to students’ perceived mathematical problem-solving competence. From a sustainable mathematics education perspective, the results highlight the importance of instructional practices that promote inquiry, reasoning, reflection, and more sophisticated beliefs about mathematical knowledge in supporting long-term problem-solving development.