<![CDATA[Collaborative learning has become an important student-centered instructional approach for improving academic performance in higher education. This study examines the relationship between collaborative learning and academic performance through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published over the last five years were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that collaborative learning positively influences academic performance by enhancing student engagement, knowledge construction, communication skills, teamwork, and critical thinking. Effective implementation depends on instructor facilitation, balanced group participation, supportive learning environments, and appropriate collaborative activities. However, challenges such as unequal participation, group coordination, communication barriers, and technology integration continue to affect learning effectiveness. The study concludes that collaborative learning is an effective instructional strategy for improving academic achievement while developing essential professional competencies in higher education.]]>
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