Teaching Innovation: A systematic review of active teaching and learning methodologies

Abstract

Contemporary education is undergoing profound transformations that demand the overcoming of the traditional lecture-based teaching model to meet the new profile of the student body. This study is justified by the pressing need to understand how pedagogical innovations can mitigate student disinterest and promote training aligned with the demands of the 21st century, shifting the focus from the teacher as the holder of knowledge to the student as the protagonist. The central objective of this article is to analyze, through a systematic literature review, the relevance and impacts of active methodologies in the teaching-learning process, investigating their benefits and the challenges of their implementation. The methodology is characterized as qualitative and exploratory research, based on a bibliographic survey in databases such as SciELO, Google Scholar, and CAPES, with a timeframe between 2019 and 2025. The results obtained demonstrate that strategies such as the Flipped Classroom, Problem-Based Learning (PBL), and Gamification significantly increase engagement, autonomy, and content retention, integrating digital technologies as process catalysts. It is concluded that active methodologies represent a necessary rupture with traditional passivity, promoting critical and collaborative skills essential to modern citizenship. However, the full effectiveness of these practices depends on continuous teacher training and the overcoming of structural and cultural barriers. The study reaffirms that innovation in teaching, supported by BNCC guidelines, is the fundamental path for the resignification of school and for integral human development in the hyperconnected society.