REIMAGINING PEDAGOGY IN HIGHER EDUCATION THROUGH INQUIRY AND  COGNITIVE ENGAGEMENT: A BLOOM’S TAXONOMY AND SDG-ALIGNED  APPROACH

Dr. Mujeera Fathima

Dr. Mujeera Fathima

Keywords: Higher Education Pedagogy, Bloom’s Revised Taxonomy, Inquiry-Based Learning (IBL)

Abstract

The need for pedagogical transformation in higher education has never been greater. As global
challenges demand creative, competent, and critical thinkers, educators must adopt frameworks that
transcend rote memorization and passive learning. By integrating Bloom’s Revised Taxonomy with the
innovative approaches of Inquiry-Based Learning (IBL) and Process-Oriented Guided Inquiry
Learning (POGIL), this keynote explores how higher education can empower learners to become
active co-constructors of knowledge. The pedagogical alignment with the United Nations Sustainable
Development Goals, particularly SDG 4 (Quality Education), positions inquiry-driven teaching as a
tool for equitable, inclusive, and sustainable educational reform.

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