PEDAGOGICAL STRATEGIES FOR CULTIVATING CRITICAL THINKING VIA INQUIRY-BASED LEARNING

Annotatsiya

Critical thinking has emerged as one of the most essential competencies in contemporary education, enabling learners to analyze, evaluate, and synthesize information effectively. Inquiry-Based Learning (IBL) is a pedagogical approach that emphasizes active engagement, curiosity, and problem-solving, providing a framework for developing critical thinking skills. This paper explores various pedagogical strategies that can be employed to cultivate critical thinking through IBL. Drawing on existing literature, theoretical frameworks, and empirical studies, the discussion highlights the underlying principles of IBL, practical teaching methods, assessment approaches, and challenges in implementation. The study argues that integrating inquiry-oriented practices into teaching not only enhances cognitive abilities but also promotes autonomous learning, collaboration, reflective thinking, and adaptive problem-solving. Additionally, the paper examines the implications for curriculum design, teacher training, and educational policy. Recommendations for educators and policymakers are provided to support the effective adoption of IBL in diverse educational contexts, emphasizing its potential for fostering higher-order thinking and lifelong learning competencies