<![CDATA[Generation Alpha students, immersed in digital technology since infancy, require innovative instructional approaches, while the Merdeka Curriculum simultaneously demands pedagogical flexibility and teacher autonomy. This study aimed to explore elementary school teachers' strategies and challenges in implementing instructional innovations for Generation Alpha students under the Merdeka Curriculum. A qualitative phenomenological design was employed, with data collected through semi-structured interviews, classroom observations, and document analysis involving seven teachers at SDN 157/III Pendung Mudik, analyzed using reflexive thematic analysis. Four themes emerged: teachers' understanding of students' learning characteristics, contextually and gradually implemented innovations, constraints related to limited facilities and digital competence, and peer collaboration as the primary support. Innovations were regarded as meaningful when aligned with students' needs and school conditions rather than technology use alone. Successful instructional innovation depends on teachers' pedagogical beliefs, collegial support, and adequate resources, with implications for community-based teacher professional development.]]>
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