INTERNATIONAL RESEARCH ON STUDENTS’ QUESTIONING ACTIVITY IN THE SCHOOL EDUCATIONAL PROCESS

This article explores international research on students’ questioning activity as a key component of learning in contemporary education. It considers the relationship between questioning and critical thinking, self-directed learning, school engagement, and metacognitive processes. The paper systematizes major theoretical approaches (cognitive, motivational and sociocultural perspectives) as well as pedagogical strategies aimed at fostering students’ active inquiry, with particular attention to the potential of digital learning environments. The findings provide a structured overview of international studies and offer insights for enhancing national educational practices, taking into account their specific contexts.