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The study aims to analyze the challenges and opportunities presented by the most innovative didactic approaches in the Latin American educational context based on the implementation of active strategies. This is a descriptive, qualitative, non-experimental study based on a systematic literature review aligned with PRISMA. A bibliographic search was conducted in Scielo, Redalyc, Dialnet, Google Scholar, and Scopus, covering the period from 2021 to 2025. The main conclusions indicated that despite the existence of recognized pedagogical innovation, its application has remained limited due to systemic barriers, inadequate teacher training, and limited foresight. The most active teaching approaches or active methodologies in the field of geospatial education include: Project-Based Learning, the flipped classroom, gamification, and the use of geospatial technologies. These had positive effects on meaningful learning, critical thinking, and academic performance. Increased motivation and understanding were also noted in scenarios where they were intentionally implemented. He called for educational innovation to be viewed not as a methodological option, but as a vital institutional imperative in the attempt to redesign the educational process of the 21st century. This transformation demands a sustained commitment from educational institutions, along with policies aimed at teacher training, technical support, and the promotion of a pedagogical culture oriented toward active learning.
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