This paper investigates the use of technology-focused workshops and drama-based methods in the instruction of Cultural and Creative Arts (CCA) at junior secondary schools in Nigeria. It highlights the role of CCA in cultivating students’ creativity, cultural awareness, and personal expression. The study examines how technology, through the application of digital tools and multimedia, can make learning more interactive and personalized. Furthermore, it looks at the advantages of employing drama techniques, such as role-playing and simulations, to enhance communication abilities, emotional understanding, and empathy, while also safeguarding and promoting Nigeria’s cultural heritage. The paper also addresses the obstacles to implementing these strategies, including insufficient infrastructure and resources, and underscores the need for comprehensive teacher training in technology use. Examples from Nigerian schools that have successfully adopted these approaches are provided, illustrating their positive impact on student involvement and learning outcomes. Theoretical and educational frameworks, such as Social Constructivism and Multiple Intelligences, form the basis for advocating these innovative educational approaches. The paper concludes with policy recommendations aimed at educators, policymakers, and stakeholders, emphasizing the importance of improving infrastructure, providing teacher training, promoting blended learning, building partnerships, and advocating for policies that support the integration of both technology and traditional cultural practices in CCA education. Ultimately, the study finds that with the proper resources and support, integrating technology and drama into CCA can significantly enhance education in Nigeria, preparing students with essential skills for the future.