<![CDATA[Deep Inquiry requires more than investigative and collaborative activities. Its depth also depends on learners’ ability to construct meaning, reflect on their thinking processes, and sustain engagement throughout learning. However, the relationship between Mindful, Meaningful, and Joyful (MMJ) Learning and the dimensions of Deep Inquiry as a basis for developing a conceptual framework in elementary education has received limited empirical attention. This study aimed to conceptualize Deep Inquiry through the lens of MMJ Learning based on elementary school teachers’ perceptions. An exploratory quantitative design was employed with 200 elementary school teachers. Data were collected using a 21-item Deep Inquiry instrument and a 42-item MMJ Learning instrument. Data were analyzed using descriptive statistics and Pearson’s correlation to examine perceived implementation levels and relationships among dimensions. The results indicated that the perceived implementation of Deep Inquiry was high (, ), although it varied across dimensions. Investigation and Digital Literacy () and Collaboration and Open Discussion () recorded the highest scores, whereas Connection and Categorization () and Initiation and Curiosity () received relatively lower scores. MMJ Learning was also perceived as highly implemented (, ), with Joyful Learning achieving the highest score (). Deep Inquiry and MMJ Learning were positively and significantly correlated (, ). These findings support a conceptual framework integrating cognitive depth, metacognitive regulation, and affective-social engagement.]]>
