Abstract:

Active learning is increasingly positioned as a central pedagogical paradigm in contemporary education, reflecting a shift from traditional, teacher-directed instruction toward student-centred, inquiry-based and competency-oriented approaches. Despite its widespread use, the field remains conceptually fragmented, with diverse terminology, overlapping instructional models and varying interpretations of their applicability in school contexts. This paper presents a theoretical and comparative analysis of active learning models, focusing on their pedagogical foundations and potential relevance for school education. A structured analytical framework was developed to classify the models into four groups: constructivist approaches (e.g., inquiry-based and experiential learning), project-oriented models (project- and problem-based learning), cooperative models (cooperative and peer learning), and technology-mediated approaches (flipped classroom, blended learning and gamification). The analysis examines the models through key dimensions including teacher role, learner autonomy, assessment alignment and contextual feasibility. The resulting synthesis offers conceptual clarity and practical orientation, supporting researchers, educators and professional development specialists in understanding the theoretical landscape of active learning and its implications for classroom practice.

Keywords:

Active learning, Instructional models, Pedagogical practices, Mixed-methods research (optional), K–12 education, Teacher professional development, Implementation of innovative models.