Improving student academic performance remains a central and persistent goal of educational research and practice worldwide. This paper reviews recent literature (2023–2026) on innovative teaching strategies designed to raise achievement across K–12 and higher education settings. Drawing on meta-analyses, systematic reviews, and empirical studies, the review synthesizes evidence on approaches including active and collaborative learning, the flipped classroom model, gamification, technology-enhanced and artificial-intelligence-supported instruction, and formative assessment and feedback practices. Findings indicate that most of these strategies produce small-to-large positive effects on achievement relative to traditional lecture-based instruction, although effect sizes vary considerably by subject area, educational level, class size, and implementation fidelity. The review also identifies persistent barriers to adoption, including inadequate teacher preparation, technological and infrastructural limitations, rigid curricula and assessment systems, and institutional or cultural resistance to change. The discussion considers implications for teacher education, instructional design, and policy, arguing that durable gains depend on pairing pedagogically sound strategies with structural and professional support rather than treating any single method as a universal solution. The paper concludes that innovative teaching strategies hold substantial promise for improving academic performance when implemented thoughtfully, with attention to context, teacher capacity, and equity of access.