This study explores primary school teachers' perspectives on integrating technology-enhanced instructional innovations to cultivate curiosity, resilience, and learner competencies in Nigerian classrooms. Utilising an interpretative phenomenological approach, seven purposively selected teachers from a high school in Port Harcourt participated in semi-structured interviews. The findings reveal that teachers actively employ diverse strategies, such as inquiry-based learning, role-play, and digital tools, to foster cognitive, socio-emotional, and ethical growth. However, systemic barriers, including inadequate resources, infrastructural deficiencies, and limited professional development opportunities, impede the full realisation of instructional innovations. Despite these challenges, teacher agency plays a pivotal role in adapting and personalising practices to meet diverse learner needs. The study underscores the importance of differentiated instruction, collaborative learning environments, and targeted policy interventions to bridge the gap between policy aspirations and classroom realities. Sustainable integration of instructional innovation requires robust professional development, collaborative teacher networks, and infrastructural improvements, transforming classrooms into dynamic spaces that equip learners with the competencies needed for 21st-century success.
Martin Chukwudi Ekeh (Thu,) studied this question.
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