Research Summary: 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.

Why it matters

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.

Key insights

• The study examined the relationship between school learning and students' orientation toward ambiguity in Japanese public high schools.
• Japanese curriculum requires inquiry-based learning and evaluates self-regulatory conduct nationwide.
• A cross-sectional survey of 1,340 second- and third-year students across three metropolitan public high schools was conducted.
• Structural equation modeling was used to analyze the data.
• The research tested associations between self-determined learning motivation, self-regulated learning (SRL), inquiry-based learning (IBL), tolerance of ambiguity, and career adaptability.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1852946