A mixed-methods investigation of uncertainty-driven inquiry learning on motivation, cognitive flexibility, and academic resilience among Chinese teachers: Understanding through control-value theory

Key Points

• Uncertainty-driven inquiry learning significantly boosts motivation among teachers and promotes academic resilience.
• Qualitative data indicate a strong link between control-value theory and enhanced cognitive flexibility in educational settings.
• Observational analysis employed interviews and surveys to explore teachers' experiences across various educational environments.
• The findings suggest this framework may lead to more adaptive learning strategies; further empirical validation required.