A Qualitative Study of University Students’ Inquiry-Based Learning Experiences: Reconstructing the Meaning of Inquiry and Implications for Course Design

This study investigates university students’ experiences of inquiry-based learning and examines how the meaning of inquiry is reconstructed through those experiences, with the aim of deriving pedagogical implications for course design. Focus group interviews were conducted with ten students enrolled in inquiry-centered courses at I University, and the data were analyzed using thematic analysis. The findings revealed four overarching themes: (1) initial engagement in inquiry, (2) confusion and challenges during the process, (3) rediscovery of self within inquiry, and (4) expansion of the inquiry path. Students reported initial excitement accompanied by tension but also encountered difficulties such as task ambiguity, limited knowledge and skills, and team conflicts. Through problem redefinition, collaboration, and individual learning strategies, they transformed frustration into immersion and achievement, reinterpreting inquiry as a transformative learning process and shifting from passive learners to active inquirers. In addition, they emphasized the importance of instructors’ facilitative roles, constructive feedback, balanced autonomy and support, and flexible learning environments. These findings provide valuable insights for the effective design and implementation of inquiry-based courses in higher education.