Cyberlearning model to promote active learning

This study presents the implementation and evaluation of a cyberlearning model to promote active learning in high school students, integrating digital tools, constructivist pedagogical strategies, and interactive virtual environments. Based on the analysis of indicators such as student participation, academic performance, and digital skills, a significant improvement was evidenced after applying the model, statistically supported by a t-test for related samples (p < 0.001). The results reflect the relevance of cyberlearning as an inclusive and adaptable educational strategy, although they also reveal technological gaps that affect its equitable adoption. The research emphasizes continuous teacher development, differentiated pedagogical approaches, and institutional policies ensuring effective ICT integration. This model contributes to educational transformation in hybrid environments, enhancing student autonomy and preparing learners for digitalized academic and professional contexts.