Inquiry based learning is an Individual/student-centered approach to learning. This approach heavily emphasizes the student having an active role in posing questions, investigating problems and gaining knowledge. This method of instruction relies on the curiosity of learner rather than passive absorption of information (that we tend to do a lot of in university). Furthermore, IBL encourages the learner not to be a student, but rather an investigator using questions to drive leaning forward and helps develop a deeper understanding.

the IBL approach aligns strongly with our chosen topic: cyberbullying and its impact on mental health, particularly in online spaces and social media. Due to the complex, emotionally charged and relevant nature to students (like ourselves) lives/experiences. Students are not simply told or taught about this about cyberbullying and mental health (although in recent years there has been a decrease in the stigma around the topic). Instead, whether we are conscious of this or not, we learn about these topics through inquiry based learning. Students like myself are invited to learn how cyberbullying manifests and what psychological and social consequences it has. This approach regarding this subject fosters empathy, promotes dialogue and most importantly supports the development of respectul digital citizens.

In our completion of the blueprint portion of our interactive learning design project, we concluded that inquiry-based learning plays a central role. Students will be encouraged to investigate real life and personal scenarios, analyzing the role of online behaviour in shaping mental health. Examples of questions that can be asked to facilitate learning include“How can online platforms better protect users?”, “Why do people cyberbully?” or “Has cyberbullying affected anyone I know?”.

In conclusion, IBL isn’t just appropriate for our topic, it is vital. For our topic, it encourages learners to question, reflect, and respond in meaningful ways to digital challenges that affect themselves and their peers.