Value-creating learning has the potential to revolutionize English education by transforming passive instruction into dynamic, meaningful experiences that deeply engage students. This study explores how Swedish lower primary school teachers (1-3) interpret and implement value-creating learning in English education, focusing on how it relates to curriculum goals. By integrating real-world contexts into the classroom, value-creating learning fosters student motivation and strengthens their confidence and communicative abilities in English. 

Through qualitative interviews with seven lower primary school teachers, this study uncovers the transformative opportunities and challenges of implementing value-creating learning. Teachers who embraced student-centered and interactive approaches saw their students become more motivated, engaged, and willing to take risks in their language learning. However, implementation varied significantly depending on teachers’ confidence in their English proficiency. Those with lower confidence tended to rely more on structured, textbook-based methods, limiting students' exposure to authentic language use.

Despite these challenges, our findings highlight the extensive benefits of value-creating learning when successfully integrated. By making English relevant to students' lives and fostering real-world communication, this approach can bridge the gap between curriculum goals and student engagement. To unlock its full potential, teachers need greater support through professional development and clearer curricular guidance. To further the research of our study, value-creating learning should be investigated and refined to maximize its impact on English education.