Pedagogical innovation using active methodologies in secondary education: a systematic review from the perspective of meaningful learning
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In secondary education, the challenge remains of moving beyond practices centered on traditional models, which limit the scope of meaningful learning and require the application of active methodologies relevant to diverse contexts. The aim of this study was to analyze the relationship between pedagogical innovation based on active methodologies and meaningful learning among secondary school students. A systematic review was conducted using the PRISMA method, with a search in Scopus for studies published between 2015 and 2025; following identification, screening, and eligibility assessment, 25 studies were included in the final synthesis. The results show that the flipped classroom, gamification, problem-based and project-based learning, and collaborative learning were associated with improvements in motivation, engagement, participation, autonomy, performance, and critical thinking, along with an increasing integration of digital technologies. The discussion demonstrates that these benefits depend on teacher training, technological resources, instructional design, and institutional support, as well as the relevance of these experiences in rural and multicultural contexts. It is concluded that pedagogical innovation mediated by active methodologies is a key factor in achieving meaningful learning in secondary education, contingent upon pedagogical and institutional factors that sustain the quality of the innovation.
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