Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology

Abstract

This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technology (IT) education, focusing specifically on a first-year database unit. Traditional pedagogical approaches, which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The paper identifies the challenges inherent in current IT educational practices and proposes IBL as an effective pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students' grasp of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both student outcomes and instructor experiences. The benefits of IBL, including increased student engagement and improved knowledge retention, are examined, as well as challenges related to time management, group dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption of IBL methods in first-year IT courses, promoting a necessary shift in educational practices to address student needs better. © © 2025 by SCITEPRESS - Science and Technology Publications, Lda.

Keywords

Author Keywords

Active learning Student engagement inquiry-based learning IT education STEM education Student outcomes course redesign

Index Keywords

Teaching Curricula Engineering education Students student engagement Information technology education Active learning STEM (science, technology, engineering and mathematics) STEM education Educational robots First year Course redesign Inquiry-based learning Learning pedagogy Position papers Student outcomes

Author Affiliations

Faculty of Science and Engineering, Macquarie University, Sydney, NSW, Australia

Funding & Acknowledgements

No funding information

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Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology

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