In the digital era, reading literacy extends beyond decoding printed texts to encompass the ability to navigate, evaluate, and synthesize online information effectively. This study explores the synergistic effects of inquiry-based instruction (IBI) and online information problem solving (OIPS) strategies on enhancing students' reading literacy. Drawing from constructivist learning theory, the research investigates how engaging learners in active inquiry and authentic digital information tasks fosters critical thinking, comprehension, and digital literacy skills. A quasi-experimental design was employed with upper secondary students who participated in integrated IBI-OIPS interventions over an academic term. Findings reveal that students exposed to the combined instructional approach showed significantly improved reading literacy scores, particularly in digital text comprehension, source evaluation, and knowledge integration. The study emphasizes the need to incorporate digitally oriented inquiry learning models into contemporary curricula to prepare students for complex information landscapes.

Reading Literacy, Inquiry-Based Instruction, Online Information Problem Solving

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