Inquiry Laboratory – Application of Inquiry-Based Learning in Technical Education

 The dynamic transformations in engineering education necessitate a shift from reproductive teaching methods towards active, student-centered approaches. Inquiry-Based Learning (IBL) has emerged as an effective tool for developing students’ cognitive autonomy and research-oriented thinking. The purpose of this paper is to propose and analyze the Inquiry-Based Laboratory for Engineering (IBL-E) model as an educational framework supporting the development of engineering competencies through Inquiry-Based Learning. The IBL-E model was developed based on a literature review and didactic observations. It consists of four phases: problem definition, experimentation, reflection, and validation of results. Simulation tools such as MATLAB, VISSIM, PyroSim, and Ansys were used, along with a digital portfolio system for assessing students’ progress.Implementation of the IBL-E model enhanced student engagement and independence, promoted the development of systemic and critical thinking, and improved understanding of complex technical processes. The study also identified limitations related to staff preparation and laboratory infrastructure, which constitute directions for future research in engineering pedagogy.