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The Role of Inquiry-Based Learning in Developing Digital Literacy in Social Studies Subjects of HUMSS students in Tanauan Institute Inc

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  • Araja, Chescky R.

    (Tanauan Institute Inc.)

  • De Guzman, Raine Celine M.

    (Tanauan Institute Inc.)

Abstract

This chapter includes the introduction, theoretical framework, paradigm of the study, statement of the problem, hypothesis, scope and limitation, significance of the study, and the definition of terms used. In the modern educational landscape, the integration of digital literacy has become increasingly vital across various subjects, especially in social studies. Digital literacy is not merely the ability to use technological tools but encompasses critical thinking, evaluating online information, and utilizing digital platforms for effective communication and research. As students navigate the complexities of a digitally-driven society, it is essential to equip them with these skills. One pedagogical approach that has shown promise in fostering digital literacy is inquiry-based learning (IBL). IBL encourages students to explore questions, engage in critical thinking, and independently seek out information, making it an ideal framework for teaching digital literacy within social studies.

Suggested Citation

  • Araja, Chescky R. & De Guzman, Raine Celine M., 2026. "The Role of Inquiry-Based Learning in Developing Digital Literacy in Social Studies Subjects of HUMSS students in Tanauan Institute Inc," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(5), pages 4325-4366, May.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:5:p:4325-4366
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