With the expansion of modern technologies in education, effective use of digital content has become a cornerstone in enhancing the quality of teaching and learning. However, in many educational regions across the country, various obstacles hinder the optimal application of these technologies by primary school teachers. This study aims to identify the inhibiting factors and offer practical solutions to overcome them. Conducted using a descriptive-survey method with a mixed approach, the research population consisted of 351 primary school teachers from District 4 of Qom, selected through cluster random sampling. Data collection tools included a researcher-made questionnaire with validated reliability and validity, and semi-structured interviews with education experts. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. The findings revealed that the most significant barriers were weak technological infrastructure, lack of financial resources, absence of specialized training for teachers, and negative attitudes toward technological change. Despite increased technology use during the COVID-19 pandemic, challenges such as psychological and technical unpreparedness among teachers persisted. Proposed solutions included improving school infrastructure, conducting professional empowerment workshops, producing localized digital content, and strengthening school-family collaboration.