Year: 2026
Type: article
Abstract: This case study examines the design and implementation of an innovative Year 6 Humanities and Social Sciences (HASS) Civics and Citizenship lesson within an Australian primary school context. Drawing on multiliteracies pedagogy and gamification, the project integrates digital technologies—including Padlet and curriculum-aligned virtual tours—to foster student engagement, agency, and multimodal meaning-making. Informed by theories of multiliteracies, digital pedagogy, and ethical technology integration, the lesson moves beyond didactic instruction towards a student-centred, collaborative learning environment that reflects the complexities of contemporary digital societies. The project is situated within a broader discussion of algorithmic capitalism, teacher professional agency, and the ethical responsibilities associated with educational technology use, including student wellbeing, data privacy, and cognitive load. Using a bottom-up innovation lens supported by change management theory, the case study highlights the conditions required for sustainable pedagogical innovation, including leadership endorsement, peer collaboration, and ongoing professional learning. The findings suggest that when pedagogical intent leads technology selection, innovative practices can enhance conceptual understanding, critical thinking, and inclusion without compromising student safety or equity. This paper contributes to Australian educational discourse by offering an evidence-informed, ethically grounded model for integrating innovative pedagogy and technology in primary civics education. Article visualizations:
Author: Mark Stuart McInnes
Institution: University of New England
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7130309003
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