Teacher's Role as Facilitator in Active Learning: A Conceptual Analysis

Abstract

This article conceptually discusses the role of the teacher as a facilitator in active learning that characterizes 21st century education. In this approach, students are positioned as active learning subjects, while the teacher acts as a companion who encourages participation, creativity, and learning independence. Through literature analysis, this article outlines the definition of the facilitator role, the main characteristics that teachers should possess, and the strategies that can be applied to create an interactive and collaborative learning atmosphere. The discussion also covers positive implications for classroom dynamics, such as increased student engagement and a culture of critical thinking, as well as challenges to implementation, including limited teacher understanding and systemic barriers. The article recommends the importance of professional training, policy support and strengthening the teacher community to optimize the role of facilitators. With the right approach, teachers can become agents of change in creating meaningful learning that is oriented towards developing students' overall competencies.