<![CDATA[The increasing exposure of elementary school students to viral social media content raises concerns about its influence on their moral development, yet the underlying mechanisms and practical implications remain insufficiently mapped in the literature. This study examines how viral content shapes children's moral development and behavior, with the aim of identifying both its mechanisms of influence and strategies to mitigate its risks. Using a qualitative descriptive approach grounded in library research, data were drawn from relevant academic literature and analyzed through thematic synthesis to identify recurring patterns across studies. The findings reveal four primary mechanisms driving this influence: algorithm-amplified repeated exposure, unselective behavioral imitation, normalization of age-inappropriate conduct, and internalization of deviant values. These mechanisms manifest most negatively in declining language quality, weaker social interaction skills, reduced empathy, and disrupted academic concentration, although wise media use can also foster creativity, curiosity, and knowledge acquisition. Parental and teacher involvement through guidance, supervision, and digital literacy education emerges as a decisive factor in helping students filter content critically. Overall, this study demonstrates that viral content exerts a dual influence on children's moral development, contingent on the presence of adult mediation. These findings underscore the need for structured digital literacy programs in elementary education and offer a mechanism-based framework to guide future intervention design.]]>
