The integration of multiliteracies into education is not confined to language subjects; it can also serve as a transformative approach to teaching and assessing content in Science and Mathematics curricula. To investigate teachers’ readiness to work in learning environments enriched with multimodal and digital content, a research study was conducted involving 134 in-service teachers from both primary and secondary education. Participants responded to a structured questionnaire comprising 45 closed-ended questions, organized into five thematic areas: connecting prior experience with new knowledge, explicit instruction, critical analysis, creative application, and the assessment of multimodal outputs.

Findings show a strong recognition among educators of the value of experiential, multimodal, and interactive learning. Over 60% of respondents reported that they encourage students to relate new knowledge to their own experiences and to engage with multimodal texts (e.g., posters, infographics). However, when it came to questions about the creative application of multiliteracies and the use of assessment tools such as rubrics tailored to diverse representational forms, responses indicated less frequent implementation. This suggests a potential need for further professional development focused on the design and assessment of multimodal educational resources and curricula.

The study provides insights into innovative pedagogies in science education curricula and professional development needs, offering a basis for designing targeted learning environments. These should aim to enhance pedagogical practice by equipping educators to use multimodal methods and tools that foster active participation, critical thinking, and creativity across all levels of compulsory education.

Keywords: Multiliteracies, multimodality, innovative teaching, instructional design, assessment, science education, mathematics, rubrics, Curipod, educational environments.