The European Go-Lab project offers Inquiry Learning Spaces (ILSs) as open educational resources to support Inquiry-based Learning (IBL). To successfully exploit ILSs and implement IBL, proper support for orchestration is needed. Researchers have highlighted the complexity of orchestrating Technology Enhanced Learning (TEL) scenarios and the need for supporting participants in this endeavour. In this paper, we address this issue by analyzing the teacher needs when orchestrating IBL and relying on ILSs. Concretely, we have carried out a survey-based study with 23 expert teachers in IBL and four in-depth case studies in authentic classroom scenarios with 2 teachers. The results lead us to a set of needs to be covered regarding the design of the ILS, the learning process and the learning outcomes.
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