Inquiry-Based Learning

Inquiry-based learning begins with a well-designed question or problem that does not have a single obvious answer. Rather than starting with an introductory lecture, students first formulate hypotheses and then use materials, data, or case studies to search for information, analyse it, and draw conclusions. The teacher’s role is to design the problem situation and guide the process through prompting questions, such as: “What evidence supports your conclusion?” or “What alternative explanations are possible?” In practice, this involves moderating discussion, synthesising conclusions, and ensuring the quality of students’ argumentation.

The method can vary in its level of structure. In a more teacher-led version, the teacher formulates the questions and provides the materials (structured inquiry). In a more developed version, students search for information independently and choose appropriate methods of analysis (guided inquiry). In the most advanced version, students define both the problem and the direction of investigation themselves (open inquiry). A confirmatory form is also possible (confirmation inquiry), in which students confirm known phenomena or theories. Regardless of the level of structure, the essence of the method lies in moving from curiosity to well-justified conclusions, while showing students how knowledge is constructed.

Course: Management
Topic: Why Do Some Market Innovations Succeed While Others Fail?
Students analyse case studies of various products or services, such as streaming platforms, mobile applications, or technology products, some of which achieved market success while others failed.

Warm-Up (5–10 min)
The teacher begins by asking: What determines the success of an innovation? Students individually write down 2–3 factors, such as customer need, timing, marketing, or technology, and then compare their answers in pairs. At this stage, different interpretations and conflicting opinions begin to emerge.

Formulating Research Questions (10–15 min)
Teams formulate questions that will help them explore the problem in greater depth, for example:
• To what extent did the product respond to a customer need?
• What role did market entry timing play?
• To what extent was the business model suited to the target group?
• What were the barriers to implementation or scaling?

Searching for Information and Analysing Evidence (20–30 min)
Students work with prepared materials, such as short case studies, data, articles, or product descriptions, or search for additional information themselves. Their task is to find evidence that will help them answer their research questions and test their initial hypotheses. During the activity, the teacher supports the thinking process by asking deeper questions and drawing students’ attention to the quality of their argumentation:
• What evidence supports your claim?
• Do you have proof of this?
• What data confirms this?
• Is there another possible explanation?
• What would have to happen for your hypothesis to be wrong?
• How does this case differ from the others you have analysed?

Drawing Conclusions (15–20 min)
Teams organise their findings and identify 2–3 key factors behind the success or failure of the innovation. Each conclusion should be supported by specific examples or data.

Discussion and Reflection (10–15 min)
Teams present their conclusions. The teacher moderates the discussion, highlighting differences in interpretation and asking: Why did you reach different conclusions? and Which arguments are the best justified? Finally, students write a short individual response to the question: Which of your initial assumptions turned out to be wrong, and why?

• When the aim is to develop critical and analytical thinking.
• When you are working with complex problems that do not have one correct answer.
• When you want to increase students’ engagement and responsibility for the learning process.

• When students lack basic knowledge in the area.
• When class time is very limited.

• Students may feel lost without clear guidance → gradually increase the level of difficulty, and provide guiding questions and examples.
• Students may rely on superficial information searches, such as the first internet or AI results → require them to justify their choice of sources and explain how they reached their conclusions.

Easier → Design the whole process: provide the research question, materials, and clear stages of work. You can also limit the number of sources and define the analysis criteria, so that students can focus on reasoning.
More Challenging → Give students more responsibility: let them define the problem, formulate research questions, and decide what data they need and how they will analyse them. You can also ask them to justify their choice of methods and compare different possible interpretations.

• Don’t give answers too quickly — ask follow-up questions.
• Allow for mistakes and changes in hypotheses.
• Combine individual and group work.
• Summarise the process of reaching conclusions.

Formative Assessment
During the activity, collect interim outputs, such as a draft response, a list of decisions, a solution outline, a reflection sheet, a section of an analysis, or a team conclusion. Based on these, provide feedback by indicating what is well founded, what requires further clarification, and what students should improve before the next stage of the task.

Summative Assessment
At the end of the activity, students prepare a final product, such as an analysis, report, recommendation, solution to a problem, presentation, or reflection linked to the intended learning outcomes. Assessment may focus on the quality of the argumentation, the use of data or concepts, the coherence of the conclusions, and the ability to justify the decisions made.