<![CDATA[This study examines how Canva is integrated into elementary Natural and Social Sciences (IPAS) learning, how the integration shapes interactivity and visual understanding, and what barriers emerge in classroom implementation. A descriptive qualitative design was employed in Grade 5 at SDIT Ulul Albaab. Primary data were generated through semi-structured interviews with one IPAS teacher and two Grade 5C pupils who had direct experience with Canva-supported learning and an Interactive Flat Panel (IFP). Clean-verbatim transcripts were analysed through coding, category development, cross-source comparison, and thematic interpretation. The findings show that Canva was not used as a stand-alone medium; it was combined with teacher explanation, prompting questions, quizzes, discussion, problem-based learning, hands-on activities, a water-cycle diorama project, and assessment. Interactivity emerged mainly from the teacher’s orchestration of activities and feedback rather than from application features alone. Visual representations supported conceptual understanding, but the benefit was not uniform: some pupils still required repetition, slower pacing, and additional explanation. Implementation was supported by IFP availability, internet access, teacher experience, digital resources, and pupils’ technological familiarity, while barriers included preparation time, attention differences, presentation pace, display readability, slide control, classroom conditions, and network dependence. The study contributes an implementation-oriented perspective by positioning interactivity as a pedagogical practice and Canva as a selectively integrated component of multimodal learning rather than an automatically effective technology.]]>
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