What is Inquiry and Project-Based Learning in the Global Classroom?

In the Global Classroom, inquiry and project-based learning are not instructional strategies layered onto a traditional curriculum, they are the curriculum. Each term begins with a broad, guiding question, but from there, learning is driven by the students themselves. They identify questions they care about, design their own long-term projects, and pursue them through first-hand experience, reflection, and research.

This model is grounded in a strong foundation of educational research. Inquiry-based learning has been shown to promote deeper understanding, critical thinking, and stronger engagement (Barron & Darling-Hammond, 2008), while project-based learning is linked to improved collaboration, creativity, and long-term retention (Condliffe et al., 2017; Bell, 2010).

Every day is different, shaped by place, purpose, and the passions of the learners. Activities are not just enrichment; they are the learning opportunities themselves. For example, a day spent at an ethical elephant sanctuary might inspire one student to investigate the politics of wildlife tourism, while another collects data on animal behavior for a mathematical model, and a third develops an art piece exploring the cultural symbolism of elephants in Southeast Asia.

Out in the mangrove forests of Lombok, students may take part in local conservation efforts, then use those experiences to fuel projects on carbon capture, climate justice, or traditional fishing practices. These activities naturally draw on multiple disciplines, environmental science, mathematics, politics, and ethics, and allow learners to make meaningful connections across subjects.

Even everyday experiences like shopping at a village market, cooking with local families, or speaking with community leaders become rich sites for inquiry. A learner might track food miles and waste to explore sustainability, conduct interviews to compare cultural perspectives on well-being, or create a language project around food culture and identity.

Our facilitators support this process by helping learners connect their experiences to deeper concepts and disciplinary knowledge. They may introduce tools for statistical analysis after a field study, recommend historical case studies for a political project, or guide students in structuring a research question. Their role is not to instruct, but to observe, mentor, and respond to the learners' evolving needs.

Back at our shared base, learners have structured time to dive into their projects, researching, writing, creating, prototyping, or reflecting. Projects can take many forms: short films, public exhibitions, sustainability campaigns, research essays, or immersive installations. They are presented to peers, families, and often local communities. All student work is documented in a living portfolio, which captures growth over time and acts as a record of both academic progress and personal development.

Ko Lanta Guiding Question

There are no formal exams or summative grades. Assessment is formative, continuous, and rooted in student agency. Progress is seen in how learners ask better questions, take greater initiative, collaborate more meaningfully, and apply their understanding in complex, authentic ways.

Ultimately, this approach empowers learners to see themselves not just as students, but as active participants in their world. It nurtures curiosity, resilience, empathy, and creativity, qualities essential for thriving in a rapidly changing world. Instead of teaching students to memorise answers, we teach them how to ask the right questions, and how to seek, test, and live the answers.

Research References

Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning. Edutopia / Jossey-Bass.

Condliffe, B., et al. (2017). Project-Based Learning: A Literature Review. MDRC.

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43.

Buck Institute for Education (PBLWorks). Gold Standard Project-Based Learning framework.