THE USE OF ACTIVE LEARNING STRATEGIES IN AN EFL CLASSROOM IN UPPER SECONDARY (PROFILE) SCHOOL

Abstract

The aim of the article is to provide a theoretical analysis and practical justification of the use of active learning strategies in teaching English in upper secondary (profile) schools in response to contemporary educational demands for the development of key 21st-century skills. The relevance of the study is determined by the need to shift from traditional teacher-centered and reproductive models of instruction to student-centered approaches that actively engage learners in the educational process. The methodology of the study is based on an integrative approach combining general scientific principles (systematicity, scientific validity, analysis and synthesis), pedagogical approaches (competency-based, studentcentered, activity-oriented, and communicative), and both theoretical and empirical methods, including the analysis of scholarly literature, generalization of pedagogical experience, survey research, and interpretation of empirical data. The scientific novelty of the research lies in the systematization of active learning strategies according to major types of 21st-century learning (collaborative, cooperative, inquiry-based, and experiential learning) and in identifying their didactic potential for developing foreign language communicative skills, higher-order thinking, and learner autonomy. Conclusions. The findings indicate that the implementation of active learning strategies such as Think–Pair–Share, Jigsaw, case studies, debates, project-based activities, simulations, and reflective practices enhances learner motivation, cognitive engagement, and the overall quality of English language education. The results of the empirical study reveal a generally positive attitude of teachers towards active learning alongside challenges related to its systematic implementation, which underscores the need for further methodological training and integration of active learning with digital learning environments.