INQUIRY-BASED LEARNING IN SOCIAL FIELD STUDIES IN HIGHER EDUCATION: LITHUANIAN EXPERIENCE Stefanija Alisauskiene, Lina Milteniene, Jurate Valuckiene Siauliai University (LITHUANIA) Abstract The significant change in education in general and in higher education in particular has been obvious in post-soviet countries, including Lithuania, in the last two decades. The most evident characteristics of change in higher education is a paradigm shift from teaching towards learning and collaboration with the student at the centre. The shift from teaching to learning requires new teaching methods and strategies. The use of, and evidence behind, three related student-centred approaches to teaching has grown significantly over the past decades: problem-based learning (PBL), inquiry-based learning (IBL) and undergraduate research. IBL is a method of teaching that puts the student at the centre through a focus on real problem solving through collaborative effort. It is both an individual and a group process whilst receiving support from an experienced teacher. Authors aimed to explore the experience of Siauliai University while applying an inquiry-based approach to Master’s study programmes in the social field. The present piece of research deals with the theoretical analysis of inquiry method as an opportunity to realise engaging curriculum, including the three dimensions: to know, to act, to be, and the analysis of the experience while applying an IBL in Master’s study programmes: special teacher education and management. The research methodology was based on a case study of Siauliai University (Lithuania). The reflections of participants have been used as a method for data collection. The data has been collected in a two academic year period: 2012-2013 and 2014-2015. The students of the two study programmes (special teacher education and management) took part in the research. An analysis of the data reveals that the engagement of students into IBL requires much more field- related knowledge from students, their competence to explore, also their values and attitudes related to a particular professional field and inter-professional cooperation. Students put stress on the inquiry- based learning as a method allowing: a) to know through finding a right theory by themselves in order to make a decision; b) to act while discussing in peer groups, listening to others, sharing information, interpretations and responsibilities, learning from each other; c) to be by having a freedom to self- expression and self-confidence. In order to maintain the student-centred approach and students’ personal experiences, a teacher needs to adjust and / or to use a new structure and content of the curriculum. Keywords: Master’s studies in the social field, inquiry-based learning in higher education, engaging curriculum, learning experiences. 1 INTRODUCTION Modern, knowledge-based societies require people holding higher and more relevant skills. Transversal skills, such as the ability to think critically, take initiative, to solve problems and to work collaboratively will prepare individuals for today’s varied and unpredictable career paths. Education and training can contribute to growth only if learning is focused on knowledge, skills and competences to be acquired by students learning outcomes through the learning process [1]. Learning outcomes are acknowledged as one of the basic building blocks of the European higher education reform. Learning outcomes are concerned with the achievements of the learner rather than the intentions of the teacher. This promotes the idea of the teacher as a facilitator of the learning process. A new unified European higher education infrastructure, underpinned methodologically and practically by learning outcomes, is emerging in many countries [2]. Institutions are slowly moving away from a system of teacher-driven provision and towards a student-centred concept of higher education [2]. However, the transformation from using traditional input/content approaches to output/outcomes is both a challenging process requiring some improvement in curriculum design and an acknowledgement that more effective and varied learning styles benefit the learner [2]. There is a Proceedings of EDULEARN15 Conference 6th-8th July 2015, Barcelona, Spain ISBN: 978-84-606-8243-1 7699