Implementing the New Inquiry-Based Science Curriculum in Greece: Challenges for Teachers, Assessment, and Digital Innovation

The introduction of the new inquiry-based scientific curriculum in Greek primary school signifies a pivotal transition to an epistemologically and pedagogically enhanced learning model. This study analyzes the issues associated with the implementation of the curriculum, emphasizing teacher professional development, assessment reform, and the incorporation of digital innovation. Rooted in constructivist and sociocultural paradigms, the curriculum aims to convert science education from passive knowledge delivery to active inquiry and reflection. Nonetheless, established traditions of teacher-centered instruction, restricted formative assessment procedures, and inconsistent technological preparedness hinder this transformation. The ability of teachers to promote inquiry and create significant learning experiences relies on ongoing professional development and institutional backing via Experimental Model Schools, which serve as catalysts for pedagogical innovation. Assessment methodologies should transition to formative, process-oriented evaluations that prioritize thinking and creativity rather than rote memorization. Digital tools offer opportunities for visualization, simulation, and collaboration, but necessitate pedagogical integration to realize their revolutionary potential. The study indicates that the effective implementation of the reform requires systemic coherence, integrating curriculum design, teacher education, assessment, and technological policy to foster a culture of inquiry in Greek scientific education.