Integration of Inquiry-Based Learning in Teacher Education: Challenges, Opportunities, and Its Impact on Pedagogical Competence and Readiness

Abstract

This study explored the extent of integration of Inquiry-Based Learning (IBL) in teacher education programs, including the challenges and opportunities it presents, and its relationship to pre-service teachers’ pedagogical competence and teaching readiness. Using a descriptive-correlational research design, data were gathered from teacher educators and pre-service teachers of the Polytechnic University of the Philippines – Cabiao Campus. Findings revealed that Inquiry-Based Learning is integrated to a great extent in the teacher education curriculum. IBL principles are well reflected in curriculum design, instructional strategies, and learning environments, indicating that the institution recognizes the importance of inquiry as a foundation for professional competence. However, its integration in assessment and technology use remains at a moderate extent, suggesting areas that need further enhancement. Respondents often experienced challenges in implementing IBL, particularly in terms of time constraints, limited resources, and insufficient training. Despite these difficulties, they strongly agreed that IBL provides significant opportunities for developing critical thinking, creativity, collaboration, reflective practice, and professional competence. Furthermore, the study found a strong positive relationship between IBL integration and pre-service teachers’ pedagogical competence and teaching readiness, affirming that inquiry-oriented learning effectively prepares future educators for learner-centered and reflective teaching practices. The study concludes that IBL serves as a competent and transformative pedagogical framework that enhances the professional growth of teacher candidates. It recommends strengthening assessment alignment, expanding technological integration, and intensifying faculty development to ensure the sustained and holistic implementation of IBL in teacher education programs.