Abstract
<jats:p>The article examines the effectiveness of Student-Centered Learning (SCL) in secondary education, focusing on its multidimensional impact on cognitive, motivational, and socio-emotional outcomes. SCL reflects a shift from teacher-directed instruction to active student engagement, the development of autonomy, and metacognitive regulation. Empirical evidence from international meta-analyses and large-scale studies indicates that structured SCL approaches, such as active learning, cooperative learning, inquiry-based learning, project-based learning, and flipped classrooms, produce moderate to substantial improvements in academic achievement, knowledge retention, conceptual understanding, and student motivation. The study employs a comprehensive methodology combining quantitative meta-analyses, empirical data, and contextual analysis of the implementation of the New Ukrainian School reform. Findings show that the effectiveness of SCL depends on guided implementation. In primary schools, moderate improvements are observed when SCL practices are structured, whereas in secondary schools, structural constraints, including high-stakes assessments and knowledge-reproduction–oriented curricula, limit the systemic impact of student-centered methods. Results highlight that cognitive mechanisms, such as active knowledge construction, hypothesis generation, and immediate feedback, as well as motivational factors-intrinsic motivation, engagement, self-assessment, and social integration-determine the long-term benefits of SCL. Digital technologies can support autonomy and differentiated learning, but without pedagogically coherent integration, they do not guarantee improved outcomes. SCL is most effective when it combines structured guidance, formative assessment, collaborative learning, and student autonomy. Rather than replacing teacher authority, SCL redistributes cognitive responsibility within the classroom, enhancing academic outcomes and fostering transferable competencies. The findings support the development of evidence-based pedagogical strategies and policy decisions for sustainable improvement in secondary education and preparation of students for complex cognitive and social challenges in today’s knowledge-driven society.</jats:p>