<![CDATA[Elementary school learning is still predominantly oriented toward academic achievement and content mastery, providing limited opportunities for students to experience meaningful, enjoyable, and conscious learning. This condition reflects a gap between the principles of deep learning, which emphasize cognitive, emotional, and reflective engagement, and classroom practices that remain largely teacher-centered and outcome-oriented. This study aims to analyze and explore the implementation of meaningful, enjoyable, and conscious learning from the perspectives of elementary school teachers and students as essential dimensions of deep learning. A qualitative phenomenological design was employed involving teachers and students from seven elementary schools. Data were collected through in-depth interviews, participant observation, and document analysis and analyzed using thematic analysis. The findings indicate that teachers implemented meaningful learning by connecting lessons with students’ real-life experiences, enjoyable learning through interactive and creative activities, and conscious learning through reflective practices that foster self-awareness and active participation. These integrated dimensions create a more engaging and holistic learning environment. This study concludes that meaningful, enjoyable, and conscious learning provides a strong pedagogical foundation for implementing deep learning and offers practical guidance for designing student-centered learning environments in elementary education.]]>
