This research analyzes innovative pedagogical practices integrating arts and digital technologies into primary education, focusing on five schools in Catalonia. By providing insights into how this Integration contributes to meaningful learning experiences, the study explores how artistic approaches and technological tools foster creativity, collaboration, communication, and critical thinking in the classroom. Through qualitative methods, such as participant observation and semi-structured interviews with teachers and school leaders, the research identifies common patterns and unique strategies employed across the schools. The findings reveal that the schools implement a flexible project-based methodology, aligning projects with real-world issues such as sustainability to enhance student engagement and make learning more relevant. These projects are also tailored to students’ interests, encouraging active participation and problem-solving. Collaborative efforts among teachers, cultural entities, and local communities strengthens the impact of these projects, creating a culture of shared learning. Additionally, the results highlight the integration of service-learning approach, where students actively contribute to their communities through project outcomes. The findings also emphasize the adoption of a learning-from-errors approach, which encourages resilience and critical thinking by framing mistakes as opportunities to improve. However, the study underscores the need for stronger connections between artistic practices and curricular goals, as well as more systematic documentation to ensure that these practices can be sustained and replicated in other contexts.

Keywords: Arts in education, digital technologies, primary education, creativity, interdisciplinary learning, collaboration, sustainability, innovation.