The rapid advancement of digital technologies has significantly transformed pedagogical practices in science education. Traditional teacher- centered approaches, which largely rely on lectures and textbooks, are gradually being replaced or supplemented by interactive, learner-centered digital methodologies. This paper explores the transition from traditional to digital interactive pedagogical practices in science education and examines their impact on student engagement, conceptual understanding, and learning outcomes. The study adopts a descriptive and analytical research design using secondary sources and selected classroom observations. The findings indicate that digital interactive tools such as simulations, virtual laboratories, multimedia content, and online collaborative platforms enhance students’ motivation, critical thinking, and scientific inquiry skills. However, challenges such as digital divide, teacher preparedness, and infrastructure limitations remain significant. The study concludes that a blended pedagogical approach integrating both traditional and digital practices can effectively improve the quality of science education
Shaikh Massarrat Shaikh Ameer (Fri,) studied this question.