<![CDATA[Active learning is widely promoted to enhance learner participation and meaningful learning, yet its conceptualization remains fragmented across instructional techniques, engagement processes, teacher roles, and emerging technological contexts. This conceptual article reconsiders active learning as a coherent pedagogical orientation and develops an integrative account of its pedagogical foundations for the next generation of educators. Drawing on a thematic synthesis of relevant literature, the article identifies interconnected dimensions comprising pedagogical purpose, meaningful learning activity, cognitive engagement, teacher facilitation, learner agency, feedback, relational conditions, and digital/AI environments. The synthesis positions cognitive engagement as a central mechanism through which purposeful activities contribute to meaningful learning, while teacher facilitation and learning conditions sustain this process. The resulting framework conceptualizes active learning as a dynamic, interdependent, and recursive pedagogical system, rather than a linear sequence or collection of techniques. Digital and AI technologies are positioned as contextual pedagogical affordances whose value depends on purposeful integration and critical use. The framework repositions teachers as pedagogical designers and facilitators who orchestrate learning conditions while sustaining learner agency. This conceptualization provides a coherent foundation for understanding active learning and preparing educators to design meaningful, learner-centered environments responsive to contemporary educational demands.]]>
