Inquiry pedagogy in higher education academic programs

Abstract

In higher education, inquiry pedagogy is positioned as an innovative approach with the potential to radically transform traditional learning and teaching paradigms. The objective of this study is to examine inquiry pedagogy in higher education academic programs, adopting a qualitative methodology and conducting a literature review in prominent academic databases, such as Scopus. The qualitative content analysis derived from this review has identified patterns and trends that highlight the challenges and complexities associated with the adoption of this pedagogical approach. Although it promotes the development of fundamental skills for the 21st century, such as critical thinking and metacognition, it encounters significant obstacles such as the rigidity of curricula and limited resources. Therefore, overcoming these difficulties requires an innovation strategy and an adaptation of evaluation methods to accurately capture the achievements obtained through inquiry processes. In this context, although inquiry pedagogy offers an opportunity to revitalize higher education, it is essential to effectively address resistance and structural challenges with joint efforts and a firm commitment on the part of educational institutions.