Navigating uncertainty: associations of inquiry-based and self-regulated learning with tolerance of ambiguity and career adaptability

Research conducted in Japanese public high schools indicates a positive association between specific learning approaches and students' ability to handle uncertainty and adapt their careers. The study, involving 1,340 students, suggests that self-determined learning motivation, self-regulated learning (SRL), and inquiry-based learning (IBL) are linked to improved tolerance of ambiguity and career adaptability. This is particularly relevant in the context of Japan's curriculum which mandates inquiry and emphasizes self-regulatory conduct.

This research highlights the profound impact of pedagogical approaches on individuals' capacity to navigate uncertainty and adapt professionally. Understanding these associations is crucial for developing educational strategies that equip future generations with the critical skills needed for dynamic global environments and evolving career landscapes.

The study examined the relationship between school learning and students' orientation toward ambiguity in Japanese public high schools.

Forward consideration, not a verified fact.