Background: Recent theoretical developments in the field of learning and instruction have increasingly highlighted the limitations of traditional, teacher-centered approaches. Studies indicate that one-way knowledge transmission and the passive role of students often result in superficial learning, reduced motivation, and limited participation. In response, active teaching methods have emerged as learner-centered approaches that emphasize participation, interaction, and the active construction of knowledge. By creating opportunities for experiential learning, problem solving, group collaboration, and social interaction, these methods strengthen students’ critical thinking, creativity, and self-regulated learning skills. Investigating the effects of these approaches and identifying their implementation challenges is essential for effective educational planning.

Objective: The present study aimed to conduct a systematic and analytical review of research evidence concerning the impact of active teaching methods on student learning. It sought to identify the dimensions, characteristics, outcomes, and challenges of these methods based on Roberts’ six-stage model and to provide a comprehensive framework of their strengths and limitations.

Method: This study employed a qualitative synthesis using a meta-synthesis approach. The research population included scientific studies published between 2016 and 2025 in both Persian and English sources. Following a systematic search in reputable national and international databases and the application of inclusion and exclusion criteria, 30 eligible studies were selected. Data were extracted using MAXQDA24 software and analyzed according to Roberts’ six-stage model to identify codes, categories, and analytical themes.

Findings: The analysis yielded 67 open codes, 18 axial categories, and 7 analytical themes. The results demonstrated that active teaching methods have extensive positive effects on the cognitive, psychological, and social dimensions of learning, leading to improved learning quality, increased motivation, enhanced self-efficacy, stronger social interaction, and higher academic achievement. However, structural, professional, and implementation-related barriers were identified as major challenges.

Conclusion: Active teaching methods can serve as effective alternatives to traditional approaches and promote higher-quality learning and student empowerment. Nonetheless, addressing implementation barriers and developing practical solutions are essential for fully realizing their benefits.