The demands of the twenty-first century have reshaped expectations for STEM education, highlighting the need for approaches that emphasize active participation, critical thinking, and interdisciplinary problem-solving. This paper examines the integration of active learning and inquiry-based science education (IBSE) as a strategy to enhance student engagement and achievement across STEM disciplines. Drawing exclusively from secondary sources published in 2021 or earlier, the study synthesizes theoretical foundations, instructional supports, and empirical outcomes associated with these pedagogies. The 5E instructional model and use of digital technologies are explored as effective frameworks for inquiry implementation, while formative assessment is presented as a tool for supporting student learning and reflection. Key enablers such as teacher professional development, curriculum alignment, and institutional support are discussed, along with evidence illustrating improvements in inquiry skills, especially in data interpretation and experimental design. The paper also highlights challenges, including limited progress in hypothesis formulation and systemic barriers to sustained implementation. Findings suggest that when active learning and inquiry-based approaches are embedded intentionally and supported adequately, they significantly enhance the quality and equity of STEM education. Recommendations are offered for expanding access to inquiry-rich instruction and fostering a culture of curiosity, reflection, and scientific reasoning in classrooms.