This study aimed to determine the instructional creativity, innovation practices, and digital literacy for an improved classroom ecosystem. This specifically aimed to answer the instructional creativity of teachers manifested in a class as to designed based learning, problem solving, creativity thinking, and research-based learning. Also, the innovation practices of teachers as to brainstorming, discussion, collaboration, and team-based/group work. Then, the level of teachers digital literacy as to utilization of ICT Tools, operation of software office, and selection of digital learning resource media and how is the classroom ecosystem described as to its effectiveness in terms of engaging content, classroom layout and design, instructional routines and procedures, pupils interest, administration and leadership, and classroom observation. The study utilized the descriptive correlational design with which includes 172 out of 239 teachers in San Francisco District, Division of San Pablo City during the School Year 2022-2023. The four-part survey questionnaire was utilized to determine and interpret the instructional creativity, innovation practices, digital literacy, and classroom ecosystem. The results revealed that there is a significant relationship between the instructional creativity, innovation practices, digital literacy, and classroom ecosystem thus, the null hypothesis was not supported by the findings of the study when the test of correlation was made and therefore not sustained.

instructional creativity

innovation practices

digital literacy

classroom ecosystem