Abstract
As education systems increasingly seek to prepare students for an uncertain and rapidly changing future, inquiry-based biology instruction offers meaningful opportunities to develop critical thinking, collaboration, adaptability, and real-world problem-solving skills. These competencies closely align with the principles of Future-Oriented Pedagogy (FOP). This study explored how high school biology teachers perceive integrating Future-Oriented Pedagogy into their inquiry-based laboratory instruction. Twelve biology teachers from a high school in Kazakhstan participated in structured interviews, and the data were analyzed using thematic content analysis guided by the six dimensions of FOP: personalization, collaboration, globalism, change, integration, and informality. The findings revealed that inquiry-based laboratory teaching naturally supports personalization, as students make choices and take ownership of their learning; collaboration, through group work and peer support; and change, by helping students develop resilience when facing unexpected outcomes. Inquiry activities also promoted integration by helping students connect scientific learning with real-world environmental and health issues and encouraging informal learning beyond the classroom. However, the globalism dimension, particularly ethical and cultural awareness, was less consistently expressed. Challenges included limited resources, time constraints, and insufficient collaborative structures for teachers. The study indicates the need for professional development, institutional support, and curriculum alignment to strengthen inquiry-based biology education as a future-oriented instructional approach.