Contemporary Research Analysis Journal

This article examines Process-Oriented Guided Inquiry Learning (POGIL) as an effective framework for teaching chemistry in upper secondary education within a digital learning environment. The paper outlines the theoretical foundations of POGIL and highlights its distinctions from other instructional approaches, including Problem-Based Learning (PBL), Project-Based Learning (PrBL), and Inquiry-Based Learning (IBL). A structured implementation model is proposed, encompassing group role distribution, worksheet design, and integration of digital tools such as PhET and Google Docs. An illustrative lesson on “Chemical Equilibrium” demonstrates how POGIL fosters the development of 21st-century competencies—critical thinking, creativity, communication, and collaboration (the “4Cs”). The study identifies challenges and prospects for implementation and argues that combining POGIL with digital technologies significantly enhances student motivation and learning outcomes.

POGIL, chemistry education, digital learning environment, 21st-century skills, 4Cs, critical thinking, creativity, communication, collaboration, inquiry-based learning.

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