Abstract: This study investigates Greek teachers’ perceptions and attitudes toward the use of Interactive Whiteboards (IWBs) in classroom instruction. A structured questionnaire was administered to 45 educators across different age groups and teaching specializations. The results reveal that the majority of teachers recognize the pedagogical benefits of IWBs in enhancing interactivity, improving student engagement, and facilitating differentiated instruction. However, actual usage levels vary significantly due to barriers such as insufficient training, limited infrastructure, and technical challenges. Younger educators and those with prior ICT training demonstrated higher rates of IWB adoption and more positive perceptions. The findings highlight the importance of professional development and institutional support to maximize the educational impact of interactive technologies in Greek schools.

Keywords: Interactive Whiteboard, Educational Technology, ICT in Education, Teacher Perceptions, Digital Transformation.

Downloads: | DOI: 10.17148/IJIREEICE.2025.131130