Digital Creativity in Special Education: A Phenomenological Study of SPED Teachers' Use of Canva

Abstract

This qualitative phenomenological study explored the lived experiences of Special Education (SPED) teachers using Canva as a digital creativity tool for designing instructional materials and supporting inclusive education for learners with disabilities. The study was conducted at Queens Row Elementary School, Bacoor City, Cavite, Philippines, during the 2025-2026 school year, with data collection beginning on February 12, 2026. Five public elementary SPED teachers were purposively selected based on their current SPED teaching assignment, at least one year of teaching experience, actual use of Canva in preparing instructional materials, and willingness to participate. Data were generated using a phenomenological interview guide through a focus group discussion and individual semi-structured interviews. Audio- and video-recorded data were transcribed verbatim and analysed using Colaizzi's seven-step phenomenological method; member checking and reflexive documentation were used to support credibility and interpretive discipline. Participants perceived Canva as a practical and learner-centred design tool that helped them prepare clearer, more adaptable, and visually accessible materials while supporting differentiated instruction, collaboration, preparation efficiency, and professional confidence. Four cross-participant themes emerged: Accessible Canva Design, Multimodal Learner Engagement, Teacher Creative Empowerment, and Learner-Centered Restraint. The findings indicate how these five teachers understood and used Canva in their local SPED context; they do not establish causal effects on learner outcomes. The study recommends continued teacher training and technical support, careful attention to accessible and non-overwhelming design, and further multisite research incorporating classroom observation and direct learner-level evidence.