Physics education has been rapidly reshaped in recent years due to progress in cognitive science, the rise of interactive learning technologies, and a shift toward student-centered pedagogical models. Traditional, lecture-oriented instruction-though foundational-has increasingly been recognized as insufficient for fostering deep conceptual mastery. In contrast, pedagogies grounded in empirical research, such as inquiry-based learning, blended instructional models, peer instruction, and simulation-based visualization tools, have demonstrated marked improvements in student learning outcomes. This study investigates these research-supported approaches using a mixed-methods design that incorporates literature analysis, performance data, and qualitative classroom observations. Comparative results across three teaching methods reveal that inquiry-based and blended learning environments produce significantly higher conceptual gains than traditional lectures. The study highlights the importance of continuous pedagogical refinement, strategic integration of digital tools, and reflective instructional planning. Recommendations are offered for educators and institutions aiming to enhance the overall quality and effectiveness of physics education through research-informed practices.