This qualitative phenomenological study aims to deepen the understanding of how teachers at the Institución Educativa Normal Superior Montes de María perceive and experience the implementation of innovative pedagogical strategies. The goal is to explore in detail the motivations, challenges and opportunities that arise when incorporating new tools and approaches into your daily practices.

Through an exhaustive review of the literature, a solid theoretical and conceptual framework has been built that contextualizes educational innovation and its impact in the classroom. This framework provides a solid foundation for analyzing teachers' experiences and understanding the factors that influence the adoption of innovative pedagogical practices.

The research methodology, of a phenomenological nature, will allow access to the subjective perceptions of teachers through semi-structured interviews. A non-probabilistic sample has been designed to capture the diversity of experiences and perspectives within the institution. Additionally, data triangulation will be used to ensure the validity and reliability of the results.

From the results obtained in this research, it is clear that the successful implementation of pedagogical innovations demands a series of interrelated conditions. Among them, the need for specialized teacher training, the design of pedagogical strategies relevant to the institutional context and the promotion of an organizational culture that encourages collaboration and experimentation stands out.