The present study of good practices in the use of active methodologies for learning to investigate was based on a reflective analysis of research conducted, where it was decided to analyze from a documentary approach, opting for the study of flipped classroom methodologies, project-based learning and gamification from different bibliographic sources. It could be deduced that active methodologies are a paradigm of individual and collaborative support for students and teachers, since they ensure meaningful learning for the development of critical-reflective thinking. This allows professionals in charge of teaching knowledge to use different didactic resources, ensuring an innovative pedagogical approach with multiple benefits and using ICT, since it promotes research inside and outside the classroom, which increases research skills. Consequently, the education of the 21st century requires interactive and dynamic processes where learners foster their autonomy, manage knowledge in different areas of study such as science, which is an important contribution in decision making, problem solving and performance in competitive contexts.