This study aims to conduct a meta-analysis of research on inquiry-based instruction facilitated by information technology (IT) integration in Taiwan from 2000 to 2024. We searched by using keywords “information technology integration”, and “inquiry teaching”. The results gathered 63 studies (with 5,928 participants). The moderator variables in the study were categorized including three dimensions: (1) IT Integration Dimension: Assistive learning IT, IT integration methods, and timing of IT use. (2) Inquiry Teaching Dimension: inquiry levels, inquiry models, guidance methods, group settings for inquiry, timing of inquiry activities, and types of textbooks used. (3) Instruction Information: Subjects and participant age. The results of this study were as follows: The weighted average effect size (g = 0.611, p < .01) indicates that there was a significant effect of integrating information technology into inquiry-based instruction on students’ learning. The crucial parameters for optimizing the effectiveness of integrating information technology into inquiry-based instruction on students’ learning are identified as follows: (1) Used in elementary schools; (2) Applying in the science subject; (3) Use structed inquiry; (4) Achieve the inquiry level of “drawing conclusions and verifying;” (5) Apply interaction and communication to integrate IT into inquiry teaching; (6) The IT integration study devices were provided through classroom information equipment. The meta-analysis of moderator variables in this study can be applied to similar research, providing a comprehensive overview of IT integrated inquiry learning in Taiwan.