Theory of Inquiry Learning Arrangements (TILA). Introducing a Theoretical Framework for Self-Determined Inquiry Learning applicable to Institutionalized Educational Settings.


  • Johannes Reitinger Private Pädagogische Hochschule der Diözese Linz
  • Christina Haberfellner
  • Gudrun Keplinger


TILA is a general theory of inquiry learning, already published in German language research literature. With TILA, the idea of self-determined inquiry in autonomy-oriented arrangements at schools or higher education institutions gets theoretically and empirically confirmed and ready for transfer into the interdisciplinary discourse.

The article at hand clarifies the theoretical framework of TILA, which is assembled of three frame constructs (definitional frame construct, action-orchestrating frame construct, organizational frame construct). It also reveals the theory´s nexus to Self-Determination Theory, Dewey´s educational principles, Bildungstheorie, and neuroscience. Further, the practical inquiry-oriented learning concept AuRELIA (Authentic Reflective Exploratory and Interaction Arrangement) is introduced. This concept is compatible with TILA and applicable to school and higher education.

The contribution closes with a summarizing outline of research findings concerning efficacy and acceptance of inquiry learning according to the mentioned concept.

Up to now, this theoretical framework has only been published in German language. The English language paper at hand aims at opening up TILA as well as corresponding research findings collected in recent years for international discourse and application.






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