The IB Journey: The crucial role of inquiry and research in education

The teachers are at the hub of creating an inquiry-based learning environment. In International Baccalaureate (IB) programmes students study the material in depth through exploration and research. Critical thinking and problem-solving skills are strengthened as a result of this approach in students. The teacher, after undergoing extensive professional development, can direct the students’ inquiries into interactive, student-centred learning experiences that bring forth the approaches to learning skills so much needed in classrooms.

One of the core pedagogies within the IB is Inquiry-Based Learning. It enables students to foster curiosity, develop critical thinking, and research through inquiry-led learning processes. When it comes to Apeejay School, International (ASI), Panchsheel Park, the teachers play an intrinsic role in using the pedagogical methodology for developing inquiring students who are curious through active exploration and research. This would enhance an in-depth understanding of the material under coverage and meticulously develop the approaches to learning skills, including communication, social, self-management, research, and critical thinking abilities of the student.

According to Mr Purshottam Dutt Vashist, Principal, Apeejay School International (ASI), Panchsheel Park, teachers at this school have embraced their roles as facilitators, guiding students through exploration and research.

“Thereby transforming the classroom into a dynamic space of inquiry and collaboration. The emphasis on fostering curiosity, reflective practice, and continuous professional development truly exemplifies the commitment to nurturing lifelong learners. It’s inspiring to see how this approach not only enhances academic skills but also promotes personal growth in students. A wonderful testament to the power of inquiry and research in education!” Mr Vashist said.

The ASI teachers often share how it is hard but the shift towards inquiry-based learning was very rewarding. Now, the traditional roles of knowledge dispensers have changed to facilitators who guide the learning processes of children. That creates a class atmosphere very rich in collaboration and communication.

Because of this, the students have also shown great personal growth in their ATL skills, particularly in communication and critical thinking. Guiding inquiry sees them having to formulate provocative questions and communicate clearly with learners whose needs are very diverse. They also have to plan, to allow for possible paths of inquiry with appropriate resources and support.

Such initiatives are supported at ASI by mentorship programmes in which educators with many years of experience share their best practices and insights with less-experienced colleagues. Collaborative planning is calendared within the school’s weekly timetable; time is provided for teachers to discuss their inquiry-based approaches to teaching and strategies that work.

An IB teacher is much more than a teacher to the child — she/he is a facilitator in the school atmosphere of inquiry-based learning. Also, continuous professional development and reflection are carried out toward improving teaching methodologies, much required to affect the academic and personal growth of their students.