This study aims to analyze the meaning of "understanding" in Gadamer's perspective and its application in constructing a conceptual model for teaching-learning. The research adopts an analytical-descriptive method within the scope of examining the educational and pedagogical foundations and achievements, incorporating both analysis and description alongside interviews. The findings indicate that the analysis of the meaning of understanding in Gadamer's view reveals that understanding, as a dynamic, interactive, and interpretive process, can provide a framework for designing innovative teaching-learning strategies. Gadamer's key principles, such as the fusion of horizons, preconceptions, and dialogue, suggest that learning becomes meaningful and profound when students and teachers engage in a dialogue-based process of meaning-making. This perspective emphasizes that teachers should act as facilitators of learning rather than mere transmitters of knowledge and should enhance the connection between students' prior and new knowledge by recognizing their preconceptions. The proposed conceptual model of this research, focusing on interactive environments, designing open-ended questions, and participatory activities, offers strategies to enhance critical thinking and interaction in the learning process. These findings align with Dewey and Vygotsky’s theories of experiential and social learning but provide a deeper philosophical emphasis on the role of dialogue and interpretation. The study's outcomes can contribute to improving the quality of education in various learning environments.