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Nabeeha Moeen Tahir, San Juan College, United StatesAbstract
Research-Based Learning (RBL) transforms traditional instructional methods by placing inquiry, discovery, and evidence at the heart of the learning process. Unlike conventional approaches that prioritize content delivery, RBL encourages students to actively engage in constructing knowledge through investigation and critical analysis. This paper explores the foundational principles of RBL, its key differences from traditional instruction, and practical strategies for its effective implementation in K–12 educational settings. Drawing on recent educational research, it illustrates how RBL fosters critical thinking, creativity, student autonomy, and deeper engagement with subject matter. The study also presents a variety of implementation models, supported by tables and figures that highlight comparative analyses, project frameworks, and observed learning outcomes. Challenges such as time constraints, resource limitations, and varying student readiness levels are discussed, along with recommendations for overcoming these barriers. Additionally, the paper addresses the role of teacher training, curriculum design, and assessment practices in creating successful RBL environments. By integrating theoretical insights with real-world examples, this study demonstrates the potential of RBL to enhance long-term knowledge retention and prepare students for complex, real-world problem-solving. The paper concludes by emphasizing the importance of empowering educators to foster inquiry-driven classrooms and offering recommendations for future research to expand and refine RBL practices across diverse educational contexts.
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Conference: ACEID2025Stream: Professional Training
This paper is part of the ACEID2025 Conference Proceedings (View)
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To cite this article:
Tahir N. (2025) Empowering Educators: Implementing Research-Based Learning for Inquiry-Driven Classrooms ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 303-316) https://doi.org/10.22492/issn.2189-101X.2025.25
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.25
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