This study examines the role of inquiry-based learning (IBL) in biology education in developing environmental competencies among upper secondary school students. In the context of global sustainability challenges and international educational reforms, schools are increasingly expected to foster not only scientific knowledge but also environmental awareness, critical thinking, and responsible decision-making.

The study addresses the following research question: How does implementing inquiry-based learning in biology education influence the development of environmental competencies among school students? To answer this question, the research aims to design and implement inquiry-based learning activities focused on environmental topics and to analyse their impact on students’ environmental knowledge, skills, attitudes, and engagement.

The study is grounded in constructivist learning theory, which emphasises that learners actively construct knowledge through interaction with their environment (Piaget, 1973; Vygotsky, 1978). Inquiry-based learning aligns with this theoretical perspective by encouraging students to ask questions, investigate real-world problems, and reflect on their learning processes. In addition, the study draws on environmental education theory and the framework of Education for Sustainable Development, which highlights the importance of developing competencies necessary for sustainable behaviour, including knowledge, skills, values, and responsible action (UNESCO, 2017).

The research contributes to international discussions on educational improvement and quality in science education by providing empirical evidence on the effectiveness of inquiry-based approaches in fostering environmental competencies. The findings are relevant for teachers, curriculum developers, and policymakers interested in strengthening sustainability-oriented practices in biology education across different educational contexts.

The study employed a mixed-methods research design within a multi-site action research framework. Participants included 66 upper secondary school students (Grades 11–12) from two schools located in Kokshetau and Petropavlovsk. Inquiry-based learning activities were implemented exclusively within biology lessons and focused on environmental topics such as ecosystems, biodiversity, pollution, and conservation. Data collection methods included questionnaires, pre- and post-tests, classroom observations, semi-structured interviews, and focus group discussions. Questionnaires consisting of 15 items were used to assess students’ environmental knowledge, skills, and attitudes. Pre- and post-tests measured changes in environmental competencies before and after the implementation of inquiry-based learning. Classroom observations were conducted across 12 lessons to examine student engagement, collaboration, and inquiry behaviours. In addition, semi-structured interviews and focus groups were carried out with selected students to explore their learning experiences in greater depth. Quantitative data were analysed using descriptive statistics and paired sample t-tests to identify changes in students’ performance. Qualitative data from interviews, focus groups, and observations were analysed thematically to identify key patterns related to students’ perceptions and inquiry processes.

The findings indicate that inquiry-based learning has a positive impact on the development of environmental competencies among school students. Students demonstrated increased engagement in biology lessons, improved understanding of environmental concepts, and enhanced skills in problem-solving and critical thinking. The results also suggest positive changes in students’ attitudes towards environmental responsibility and sustainable practices. The study highlights the potential of inquiry-based learning to support student-centred and sustainability-oriented approaches in biology education. These findings may inform teaching practices, curriculum design, and professional development initiatives aimed at improving the quality of science education. Internationally, the study contributes to ongoing discussions on education for sustainable development by providing evidence from a school-based context.

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