Birgili, BengiBulut, Mehmet AkinGulunay, OksanaKocoglu, MerveBas, Fatma Ruveyda2026-02-052026-02-0520250263-51431470-1138https://doi.org/10.1080/02635143.2025.2578303https://hdl.handle.net/20.500.11779/3201Birgili, Bengi/0000-0002-2990-6717; Gülünay, Oksana/0009-0006-8112-4743; Bulut, Mehmet Akin/0000-0002-7506-8750Numerous studies explore inquiry in science centers, but technology-enhanced science centers' (TeSC) curricula remain relatively nascent. This mixed-methods study explores how the GiPSci model, a technology-enhanced science center program developed in-house by curriculum experts, supports learners' inquiry skills aligned with international standards. Data were collected through learners' products (n = 161), lesson observations (n = 20), train-the-trainer activities (n = 405), expert evaluations (n = 14), and interviews with trainers (n = 10). Findings reveal curiosity and interest scored higher than inquiry, highlighting the challenges of inquiry in tech-enhanced settings. Consensus among trainers, observations, and learners' products points to gaps in fostering inquiry skills in the TeSC program. To enhance GiPSci-like models, collaboration among program designers, trainers, and train-the-trainer providers is essential to better align the technology-enhanced science centers' program with inquiry-based learning.eninfo:eu-repo/semantics/closedAccessTechnology-Enhanced Science CentersMixed-Methods ResearchInquiry SkillsInterestCuriosityArticle10.1080/02635143.2025.25783032-s2.0-105021245129