Artificial intelligence-enhanced inquiry-based learning and higher-order thinking skills: a meta-analysis

This meta-analysis synthesizes empirical evidence from 17 studies (N = 2,052) examining the effectiveness of artificial intelligence-enhanced inquiry-based learning on higher-order thinking skills (HOTS). A random-effects model revealed a medium-to-large positive effect (g = 0.696, 95% CI [0.607, 0.785], p < 0.001). Subgroup analyses showed that generative AI technologies, particularly ChatGPT (g = 0.754), outperformed traditional intelligent tutoring systems (g = 0.614), and problem-based learning demonstrated the highest effectiveness (g = 0.812). Meta-regression identified intervention duration as a significant predictor of effect size. Cochrane Risk of Bias 2.0 classified 59% of studies as low risk. Sensitivity analyses confirmed robustness and publication bias was minimal. These findings support the integration of AI technologies into inquiry-based pedagogical frameworks to enhance higher-order thinking skills.