Abstract
This systematic review examined the influence of innovative strategies on motivation and learning in secondary education in comparison with traditional instructional approaches. The study was conducted following the \textit{PRISMA} protocol for the identification, screening, eligibility, and selection of studies, resulting in a final corpus of 20 high-evidence investigations, including meta-analyses and experimental studies. The findings indicate a predominance of active methodologies, particularly problem-based learning, cooperative learning, and the flipped classroom, which have shown positive effects on academic achievement and student engagement. In addition, gamification was identified as a relevant strategy for enhancing motivation, whereas emerging technologies contributed to conceptual understanding in specific educational contexts. Conversely, traditional approaches showed limitations in promoting meaningful learning. It is concluded that innovative strategies, when implemented in a contextualized and pedagogically grounded manner, constitute a key factor in improving educational quality in secondary education.
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