{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,9]],"date-time":"2026-05-09T09:33:02Z","timestamp":1778319182220,"version":"3.51.4"},"reference-count":41,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,9,4]],"date-time":"2025-09-04T00:00:00Z","timestamp":1756944000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Digital"],"abstract":"<jats:p>This study presents a systematic review of the literature on teaching techniques that enhance student motivation and academic performance across basic, secondary, and higher education levels. The review is grounded in the distinction between intrinsic and extrinsic motivation, highlighting their decisive roles in engagement and achievement. The analysis focuses on active learning methodologies such as project-based learning, collaborative learning, gamification, and flipped classrooms. It identifies the mechanisms by which each approach fosters students\u2019 interest, sense of competence, and persistence. Four international databases were consulted, and studies published between 2000 and 2024 reporting quantitative measures of motivation and\/or performance were selected. Five investigations met all eligibility criteria and were assessed for methodological quality. The results indicate moderate motivational effects, especially when interventions last at least eight weeks, provide frequent feedback, and place students at the center of authentic problem-solving. Greater gains were also observed in STEM disciplines and in contexts that encourage peer collaboration. Based on these findings, practical recommendations are proposed for educators: structure interdisciplinary projects, incorporate playful elements in the initial stages of formal education, combine autonomous work with small-group discussions, and use data analysis tools to deliver personalized feedback. The study concludes that adopting diverse, student-centered pedagogical practices enhances motivation and academic achievement, leading to deeper and more lasting learning outcomes.<\/jats:p>","DOI":"10.3390\/digital5030040","type":"journal-article","created":{"date-parts":[[2025,9,4]],"date-time":"2025-09-04T15:31:21Z","timestamp":1756999881000},"page":"40","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Motivational Teaching Techniques in Secondary and Higher Education: A Systematic Review of Active Learning Methodologies"],"prefix":"10.3390","volume":"5","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-8421-4115","authenticated-orcid":false,"given":"Lu\u00eds M. G.","family":"Costa","sequence":"first","affiliation":[{"name":"Escola de Ci\u00eancias Humanas e Sociais, Universidade de Tr\u00e1s-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8872-5721","authenticated-orcid":false,"given":"Manuel J. C. S.","family":"Reis","sequence":"additional","affiliation":[{"name":"Departamento de Engenharias and IEETA, Escola de Ci\u00eancias e Tecnologia, Universidade de Tr\u00e1s-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,9,4]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"353","DOI":"10.1037\/a0026838","article-title":"Psychological Correlates of University Students\u2019 Academic Performance: A Systematic Review and Meta-Analysis","volume":"138","author":"Richardson","year":"2012","journal-title":"Psychol. 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