The approach used in this research was quasi-qualitative with a simple research design. Quasi-qualitative research is a study with the primary objective of objectively describing a situation according to the problem ( Cropley, 2019). Meanwhile, according to Bungin ( Bungin, 2020), quasi-qualitative is a part of research influenced by positivism, which is used in the presentation of theory, a kind of deductive approach, so this research cannot be entirely qualitative. This can be seen during the analysis of the data. So it is included in the quasi-qualitative research. Quasi-qualitative research is suitable for narrating the life of information sources that can be expressed descriptively. One type of quasi-qualitative research is a simple research design (SRD). SRD is a research design used by a researcher to reflect on findings in the field by using theory to solve the problems encountered ( Bungin, 2020). The research procedure of SRD was carried out with five main steps, namely (1) Selecting the social context and determining the research question (Social context and research question); (2) Conducting a literature review (Literature Review); (3) Conducting research methods and collecting data (Research methods and data collection); (4) Analyzing data (Data Analysis); (5) Reporting research results (Reporting) ( Bungin, 2020).

The participants in this study were 48 teachers spread across 26 elementary schools in seven provinces in Indonesia, covering the regions of West Java, Jakarta, Central Java, Yogyakarta, East Java, North Sumatra, and South Kalimantan. This is in accordance with Creswell’s opinion about the concept of qualitative research ( Creswell, J. W., & Poth, 2018). The selection of elementary school teachers is based on experience implementing digital literacy in elementary schools for at least three years. Teacher data was taken from seven provinces, based on data from the Ministry of Education and Culture of the Republic of Indonesia, which stated that these seven regions have the best digital literacy users in Indonesia in 2022 and 2023. The purposive sampling technique is used by conducting direct interviews with teachers who have used digital-based learning media in the form of the internet, PowerPoint, YouTube, e-books, learning videos, learning applications, learning games, Google Classroom, Moodle, online learning multimedia, and others that support digital-based learning both inside and outside the classroom at least four times a week. Data collection was carried out from August to October 2024. Descriptive data on demographic characteristics, including gender, age, length of teaching, and level of education, are presented in Table 1.

In the first stage, the researcher involved principals in elementary schools implementing digital literacy in 7 pre-selected provinces. The principal provides a Google Form link containing questions to the teacher as a respondent, with the criteria for filling out the Google Form. After the data was entered and the initial coding was carried out, the researchers selected five people from 48 respondents as in-depth interview participants to sharpen and confirm the answers not found in the Google Form. The researcher selected the interview participants by checking the answers on the Google Form with the most detailed answer criteria related to the questions and research objectives.

The instrument used in this study is in the form of open-ended questions which are then made in the form of transcripts containing teachers’ ideas or opinions about the application of digital literacy in the curriculum in elementary schools based on their experience so far. The following are the questions given to teachers: 1.

Explain the urgency of digital literacy implementation curriculum in elementary schools!

The data analysis used was a thematic analysis technique to identify, evaluate, and create the main themes revealed by the researcher ( Braun & Clarke, 2019; Galloway, Fred J.; Jenkins, 2005). The researcher used the NVivo 12 program to facilitate coding and categorization. It further analyzes all the codes and categories that allow the merging and even separation of codes into simpler code and can answer research questions in the main theme.

After the data is collected, then the members are checked ( Lincoln, Y.S., and Guba, 1985), which is used to check the credibility of participants. They were asked to clarify that their contributions were accurately reflected in the data. Meanwhile, the researcher also triangulated to reduce bias by cross-checking participants’ answers ( Anney, 2014). Thus, the involvement of all researchers in examining the data will support the integrity of the findings.

The Institute for Research and Community Service at Djuanda University, West Java, Indonesia, has approved this research. The researcher also provided approval letters to all respondents. Written consent to participate from the respondent was obtained in accordance with contract document number 363.1/LPPM/K-X/X/2024. The respondent gave his consent without coercion from anyone. Furthermore, all data obtained will remain confidential to protect respondents’ rights and privacy.

Thematic analysis revealed three main themes, namely (1) the urgency of implementing digital literacy in the curriculum in elementary schools, 2) teachers’ strategies in implementing digital literacy in the curriculum in elementary schools, and 3) the positive and negative impacts of the implementation of digital literacy in the curriculum in elementary schools. All themes are summarized in Figure 1.

The three subthemes of the urgency of implementing digital literacy in the curriculum in elementary schools are to implement lifelong learning, improve school quality, and develop 21st-century skills.

The application of digital literacy can produce curriculum innovation as a demand in learning activities in the era of society 5.0. In addition, the application of digital literacy can also strengthen children’s and teachers’ understanding of the nation’s culture, which is currently declining in quality. Teacher 02 states that:

Digital literacy is also necessary to improve the quality of education in elementary schools. It makes it easier for teachers to achieve the learning goals written in the learning plan to produce meaningful learning. In addition, digital literacy can also demand an increase in teachers’ competence. Teachers always conduct training to improve competence to help develop students’ talents and interests.

Furthermore, the application of digital literacy in elementary schools can also improve 21st-century skills, where teachers and students must explore how to think critically and creatively, solve problems, make good decisions, and be responsible. Thus, the holistic potential of students, ranging from intellectual, emotional, physical, social, aesthetic, and spiritual, is easy to achieve. Teacher 31 states that:

There are four strategic subthemes in implementing digital literacy. The first is the regulation from the principal about the rules for implementing digital literacy, facilitating infrastructure, integrating technology in learning activities, and providing an understanding of digital literacy ethics from an early age.

School principals must make regulations on the rules for implementing digital literacy so that it runs well according to the curriculum developed. These rules start from learning procedures, finances, and infrastructure facilities in the school work program. Schools also need to integrate technology into learning activities, and teachers must always use Google for Education when carrying out learning activities. When implementing digital literacy, schools also need to facilitate infrastructure ranging from the internet, laptops, networks, projectors, and infrastructure to support the implementation of digital literacy in elementary schools, smart TVs, computer laboratories, and digital libraries as learning sources and tools. Closed-circuit Television (CCTV) monitors classroom learning so teachers and principals can supervise learning activities daily. Some teachers stated:

Each school can have different policies regarding digital literacy. Some schools implement project-based learning, such as creating books or poems, and conduct contextual-based learning. Several other schools apply digital literacy to the extracurricular, intracurricular, and co-curricular activities of the school.

To avoid misuse of technology, schools make rules that require all school residents to be able to understand digital literacy ethics, which provide information on how to behave, good manners in communicating, and respecting each other when communicating online (such as avoiding communicating with rude, insulting, and hate speech messages). In addition, the school also provides an understanding of the importance of personal account security when using mobile phones and social media. Meanwhile, teachers and parents are required to accompany students when using the internet. The teacher stated:

There are four subthemes of the positive impact of implementing digital literacy: first, the effectiveness and efficiency of educational resources; second, making it easier for teachers to innovate digital-based learning; third, making it easier for students to understand learning; and fourth, it can create fun learning.

Implementing digital literacy provides wider access to information and educational resources, helping teachers create conducive classrooms and making it easier for students to understand the subject. Students are accustomed to using technology in every learning so that it impacts increasing students’ critical skills, creativity, and collaboration. In addition, teachers can easily direct students to collaborate as a team in completing assignments. Students become more focused and critical because they can access much information through digital media.

Digital literacy also helps make it easier for teachers to innovate learning because access to information is wide open. Teachers can easily find credible references and learning resources, easily create interesting learning media and evaluation tools, so that it impacts the ease of students to improve their thinking, verbal, collaboration, and reading skills. The Master states that:

Applying digital literacy can also help schools save time and educational funds. Activities that usually require a lot of paper when conducting exams can now be completed online. Schools no longer spend money on paper, ballpoint pens, and other office stationery, so learning activities run more effectively and efficiently.

The four subthemes of the negative impact of implementing digital literacy on students and schools are: first, too often using technology media can damage physical health; second, it affects children’s emotional stability; third, the misuse of information and technology media occurs; and fourth, significant costs are needed for the procurement and maintenance of infrastructure facilities.

The use of digital devices for an extended period of time can cause physical damage, ranging from visual impairments, nerve disorders, brain disorders, sleep disorders, poor posture, and problems with the back and neck. Excessive interaction with social media and online content can also increase stress and anxiety levels in students and teachers. The Master states that:

Not only that, but using digital devices can also affect emotional stability. Students and teachers who have too much workload to complete using laptops and mobile phones have the potential to develop mental disorders such as depression, anxiety, and dependence.

In addition, it is difficult for teachers and parents to provide assistance and briefings on the dangers of excessive use of technological devices, which has an impact on many elementary school students who are addicted to gadgets and access harmful content (pornographic videos) freely through mobile phones and laptops outside of school hours. In fact, many elementary school students are victims of cyberbullying because of the actions of close friends in their class. Not only that, the lack of supervision from schools and parents also impacts the number of students who spread fake news (hoaxes) through social media.

The application of digital literacy in elementary schools also impacts the significant school budget expenditure. Purchasing laptops, infocusts, smart TVs, and other digital facilities requires high costs. Not only that, but schools also have to pay for electricity, Wi-Fi, and maintenance throughout the year. Therefore, not all schools have complete digital learning facilities. Most elementary schools in remote villages in Indonesia do not have proper digital learning tools. Teacher 35 affirms:

The limitation of this study lies in determining the participant criteria that require elementary school teachers who have carried out digital literacy learning activities for at least three years. Meanwhile, not all elementary school teachers can use digital literacy-based learning, so the number of participants is still limited. The research was also only conducted on elementary school units, so it has not been carried out in junior high school and Senior High School.