Inquiry-based learning (IBL) is a rapidly growing pedagogical model that uses a learner-centered educational approach to address the needs of the 21st century. Relating to the sustainability of teaching, this approach addresses the systematic and complementary learning dimensions (e.g., cognitive, epistemic, and affective) relevant to the evolving needs of students, curricula, and technology. This study uses adaptive management as a theoretical model which views teachers as dynamic learning managers to investigate the integration of IBL in sustainable education targeting Sustainable Development Goal 4 (SDG4) (Quality Education). With the participation of 11 physics teachers, this phenomenological study delves into the inquiry-based learning implementation and experiences of physics teachers in building a sustainable learning culture in Türkiye’s public schools. The data were collected through semi-structured interviews to elicit teachers’ perceptions of the sustainability of the inquiry ecosystem, and thematic analysis was utilized to interpret and convey the essence of teaching experiences. The findings reveal that the use of adaptive management mechanisms for IBL reinforces students’ conceptual understanding and the long-term sustainability of teaching practices in physics education. The results also highlight the applicability of adaptive inquiry-based paradigms across disciplinary contexts to offer insights for the integration of new educational technology. This study suggests practical implications for teachers, school leaders, and teacher training programs for sustainable and flexible pedagogies.
Şengül et al. (Mon,) studied this question.