Inductive Teaching: A Student-Centered Approach to Meaningful Learning

Abstract

Inductive teaching has emerged as a student-centered instructional approach that promotes meaningful learning by engaging learners in inquiry, exploration, and knowledge construction. Rather than presenting concepts directly, inductive teaching encourages students to develop understanding through observation, analysis, reflection, and application. Situated within the national educational context of Jordan, this study examines the extent to which official Jordanian curriculum documents support the principles of inductive teaching and foster meaningful learning through the lens of the AlAfnan Taxonomy. A qualitative document analysis was conducted on curriculum documents published by the National Center for Curriculum Development and Evaluation in Jordan, including curriculum frameworks, subject syllabi, learning standards, teacher guides, and assessment guidelines. The documents were purposively selected because they represent the intended national curriculum and define pedagogical expectations for classroom teaching and learning. The data were analyzed using thematic analysis, with the AlAfnan Taxonomy as the analytical framework. The findings indicate that Jordan’s national curriculum documents strongly support inductive teaching through their emphasis on student-centered learning, inquiry and discovery, meaningful learning, authentic assessment, and the progressive development of cognitive competencies. The curriculum aligns substantially with the six cognitive domains of the AlAfnan Taxonomy: knowledge and comprehension, synthesis and evaluation, ethical and moral reasoning, application and strategic thinking, creativity and innovation, and lifelong learning and adaptability. These findings suggest that the Jordanian curriculum extends beyond knowledge acquisition to foster critical thinking, ethical decision-making, strategic problem-solving, creativity, and continuous learning. The study concludes that Jordan's official curriculum documents provide a strong foundation for implementing inductive teaching and promoting holistic cognitive development. The findings offer practical implications for curriculum developers, educators, and policymakers in Jordan seeking to design learner-centered curricula that prepare students for the intellectual, ethical, and professional demands of the twenty-first century.