| Inquiry-Based Learning (IBL) is a transformative pedagogical approach that promotes scientific inquiry, problem-solving and autonomous learning. This study, situated within the context of teacher education curriculum and pedagogical approaches, explores the integration of IBL in Chemistry practical lessons and its influence on students’ self-efficacy. It responds to the growing call for teacher education reforms aimed at fostering sustainable learning outcomes. Specifically, the study examines the extent to which Chemistry teachers implement IBL strategies, evaluates the impact on students’ self-efficacy, and discusses the implications for curriculum reform in teacher education. A concurrent triangulation mixed-methods design was employed, involving 21 Chemistry teachers and 357 Form Three students randomly selected from 21 classrooms. Data was collected using an adapted teachers’ self-reported IBL instrument, a lesson observation schedule, and a 26-item self-efficacy scale. Validity was established through Exploratory Factor Analysis (EFA) and Principal Component Analysis (PCA). Descriptive statistics were used to analyze IBL implementation and self-efficacy levels, while Pearson correlation and regression analyses assessed relationships between the variables. Qualitative data from lesson observations provided additional insights. Findings revealed that teachers incorporated IBL weekly (Mean = 3.89) and students demonstrated high self-efficacy in Chemistry (Mean = 3.929). A strong positive correlation was found between IBL and students’ self-efficacy (r = 0.903, p < 0.05, R² = 0.8155). These results affirm the role of IBL in fostering confidence and inquiry skills among learners, emphasizing the need for IBL integration in teacher education. This study underscores the need for teacher education curricula to embed IBL approaches that enhance inquiry skills and self-efficacy. Reforming teacher preparation programs to emphasize active learning strategies will better equip educators to implement IBL effectively. Such reforms will contribute to sustainable educational outcomes by fostering critical thinking and lifelong learning in science education. Keywords: Inquiry-Based Learning, self-efficacy, science education |
