Daniel, KrutkaBadran, Soad Naser2025-09-242025https://hdl.handle.net/20.500.14154/76460This is a qualitative case study investigating social studies teachers and understanding their perspective on designing the Inquiry Design Model(IDM). The sample in this study was three middle school teachers who taught in Jeddah city, in Saudi Arabia. The data was collected by Zoom and analyzed using a thematic analysis approach. The three methods that I used were field observation during the Zoom meeting, a semi-structured focus group interview, and designing an IDM lesson. This case study focused on Dewey’s 1938 theory of experience as a lens to analyze the result and understand if IDM is an educative or mis-educative experience for the three teachers. The findings indicated that the three teachers showed their satisfaction with IDM and how it is a valuable tool to organize their ideas and inquiry lessons. The IDM was potentially educative for social study teachers in some cases. IDM was an educative experience for One of the teachers because she met the goals of IDM and showed a better understanding of IDM. However, two of the participants lacked understanding of IDM and faced some challenges such as finding sources, compelling questions, and completing summative tasks.122en-USInquiry design modelIDMC3 frameworkeducative experiencesmis- educative experiences.Thesis