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In the evolving landscape of 21st-century education, innovative pedagogical approaches have become essential for addressing diverse learner needs, integrating technology, and fostering higher-order thinking skills. This study explores and analyses the global adoption of innovative pedagogies in primary education, focusing on how these approaches reshape teaching practices, learner engagement, and educational outcomes. Using a qualitative, desktop-based comparative research design, the study synthesises evidence from international case studies, policy documents, and peer-reviewed literature to examine emerging trends, implementation contexts, and systemic enablers of pedagogical innovation. The findings reveal that innovative pedagogies—such as learner-centred instruction, collaborative learning, and technology-mediated practices—are associated with improved student engagement, creativity, and critical thinking. However, their successful implementation remains highly dependent on contextual factors, including teacher preparedness, institutional support, digital infrastructure, and policy alignment. The study further identifies persistent equity challenges, particularly in under-resourced contexts, where access to technology and professional development remains uneven. By foregrounding cross-contextual comparisons, this research contributes to comparative pedagogy and informs policy discourse on sustainable educational reform. It highlights the need for systemic investment in teacher professional development and adaptive curriculum frameworks to ensure that innovative pedagogies translate into meaningful and inclusive learning experiences for all learners.