Active learning is a teaching method that engages students through activities such as discussions, group work, and hands-on tasks. Unlike traditional lectures, which focus on passive listening, active learning encourages students to think critically, participate, and apply knowledge. While research shows that active learning can improve understanding and retention, it does not always engage all students effectively. This study investigates why active learning does not work equally well for everyone, using a fourth-year university course at LTH as a case study. Methods included an interview with the course leader, analysis of course evaluation forms, and a literature review. Findings show that both students and teachers face challenges. Many students are accustomed to lectures and believe they learn better that way, making them less comfortable with active learning tasks, which can feel unfamiliar or demanding. Teachers, on the other hand, face barriers such as limited time, large class sizes, and insufficient training in active teaching methods. These factors make it difficult to design and implement effective interactive lessons. In conclusion, while active learning offers clear benefits, it requires gradual introduction, clear communication, and institutional support. This project offers insights to help improve the use of active learning in university-level education.
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