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This study aims to explore how the integration of four pedagogical approaches, Understanding by Design (UbD), Teaching at the Right Level (TaRL), Differentiated Learning, and Culturally Responsive Teaching (CRT), can enhance meaningful and inclusive inquiry learning in the PYP Exhibition at IB School. The research objectives are to design a learning framework that supports conceptual understanding, fosters student agency, and respects learners’ cultural identities. Using a qualitative descriptive method, data were collected through classroom observation, reflective journals, and documentation of student inquiry projects. The findings revealed that the integrated use of UbD, TaRL, Differentiated Learning, and CRT improved student engagement, collaboration, and depth of understanding. Students demonstrated critical thinking and creativity through interdisciplinary projects in Design, Visual Arts, Fine Arts, and Music. Overall, the integration of these four approaches successfully created a meaningful, reflective, and student-centered learning experience, aligned with the philosophy of the IB Primary Years Programme (PYP).

Culturally Responsive Teaching, Differentiated Learning, IB PYP, inquiry-based learning, Teaching at the Right Level, Understanding by Design