Cross-national benchmarking of inquiry-based learning in secondary geography curricula: a multidimensional analysis across Mainland China, the United States, Singapore and British Columbia

Introduction and Analytic Framework In an era of complex global challenges, fostering critical, adaptive, and inquiry-driven learners necessitates robust geography education and inquiry-based learning (IBL). While globally endorsed, IBL’s textual codification across national contexts remains under-explored. The study combines discourse analysis with curriculum mapping, providing a multilayered lens to examine how IBL is conceptually framed, linguistically constructed, and operationally supported in geography curriculum documents.Methods A mixed-methods comparative analysis examined high school geography curriculum standards in Mainland China, the United States, Singapore, and British Columbia. The methodology combined computational linguistics (semantic and syntactic analysis) with a multi-dimensional scoring framework evaluating core IBL features.Findings Analysis revealed substantial cross-jurisdictional variation. Distinct linguistic patterns in voice and syntactic complexity signal divergent framings of student versus systemic agency. Multi-dimensional scoring demonstrated that the United States and British Columbia exhibit comprehensive IBL integration, Singapore presents a structured hybrid model, and Mainland China demonstrates a more limited, teacher-guided articulation.Discussion These variations are not merely stylistic but are deeply shaped by intersecting assessment regimes, pedagogical traditions, and governance structures. Highlighting the tension between inquiry ideals and high-stakes testing, this study provides critical insights for aligning policy with pedagogical practice to foster robust IBL globally.