Science Education in the Digital Era: Integrating Deep Learning in the Context of Primary Education

Abstract

The digital era demands a transformation in learning, including at the elementary school level, so that students not only understand information but are also able to construct knowledge in a deep and meaningful way. This study aims to systematically examine how the deep learning approach is integrated into science learning in elementary schools to support conceptual understanding, critical thinking skills, and the relevance of learning to real life. This study is a literature review with a descriptive analytical approach. Data were obtained from thirteen national scientific articles published in 2024–2025. The articles were analyzed based on their focus, research methods, and findings related to learning strategies and their impact on student understanding. The results of the study show that the deep learning approach is effective in improving understanding of science concepts, encouraging active student engagement, and fostering critical and reflective thinking skills. The application of project-based strategies, environmental exploration, technology integration, and mindful learning are dominant features in its implementation. However, the implementation of this approach still faces challenges such as limitations in teachers' digital literacy, learning infrastructure, and curriculum suitability.