Active learning or traditional teaching at the upper secondary level: An exploratory review of teacher and student perceptions

Abstract

The transition to active learning in upper secondary education represents a profound structural and epistemological challenge. This article develops a scoping review, following the PRISMA-ScR guidelines, aimed at analyzing the tensions, barriers, and perceptions of teachers and students regarding the dichotomy between traditional teaching and active methodologies. Through a systematic search in the Scopus database, 280 records were screened, establishing a final corpus of 20 high-impact qualitative and mixed-methods empirical studies. The analysis reveals three critical findings: 1) the persistence of a severe curricular tension, where the rigidity of syllabi and the pressure to meet standardized metrics inhibit methodological innovation; 2) marked teacher resistance at higher educational levels, anchored in directive pedagogical beliefs and exacerbated by administrative overload; and 3) a methodological shock among students, who face an initial deficit in self-regulation skills, but who, upon adaptation, significantly value the acquired autonomy and dynamism. It is concluded that the success of this transition goes beyond instructional change; it demands institutional restructuring that provides continuous scaffolding for teachers and socio-emotional support for students.