This paper presents an educational intervention designed to promote students’ engagement, interest, and active involvement, while enriching their learning experience, in a required undergraduate course on database programming. The intervention is structured around a framework that integrates three active learning strategies: (1) think-pair-share to address theoretical concepts, while enhancing conceptual understanding, critical thinking, and participation; (2) gamification with program-building cards, to address algorithmic aspects, while boosting group collaboration and peer-interaction; and (3) peer-assessment to evaluate final programs, while encouraging students’ reflection and critical analysis of their learning. The framework’s effectiveness was assessed through a comparative analysis of student performance between experimental and control groups, feedback from the experimental group, and instructor’s perceptions. Results showed that students in the experimental group significantly outperformed their peers on examination averages. They also reported higher motivation and engagement in their learning while performing the framework’s activities. The instructor observed that these students felt more motivated and actively involved when participating in the framework. Given its potential applicability to other courses, the paper concludes with lessons learned for educators and researchers to consider.