Transforming Primary Education: Balancing Social Skills and Academic Achievement Through Global Inquiry-Based Learning Models

This study analyzes the Inquiry-Based Learning (IBL) model's application in enhancing social skills and academic performance in primary education across diverse international contexts. Using the CAQDAS (Computer-Assisted Qualitative Data Analysis Software) approach with NVivo 12 Plus, the study systematically examined qualitative data drawn from purposively selected literature focusing on IBL implementation in countries such as Finland, Australia, Singapore, and the United States. The analysis reveals that IBL significantly contributes to developing students' social skills-including collaboration, communication, and empathy-while improving academic engagement and performance. Countries with more flexible curricula, such as Finland and Australia, demonstrate higher IBL success rates, whereas systems with rigid, assessment-driven structures present notable challenges. The findings emphasize the importance of curriculum flexibility, teacher facilitation, and technological integration in supporting effective IBL practices. The study recommends greater curricular integration of IBL, comprehensive teacher training programs, and increased access to digital learning tools. These measures are essential to prepare students with the critical thinking, autonomy, and interpersonal skills needed to thrive in the 21st-century global landscape.