<![CDATA[Digital literacy is an essential competency for elementary school students in navigating 21st-century learning. Beyond the ability to use digital technologies, it involves accessing, understanding, evaluating, and using digital information critically and responsibly. Reflective thinking enables students to examine their thought processes, learn from experiences, and evaluate problem-solving strategies. This study aimed to examine the association between digital literacy and reflective thinking skills among elementary school students. A quantitative approach with a correlational design was employed with 59 students aged 9–12 years. Data were collected using digital literacy and reflective thinking questionnaires that demonstrated acceptable validity and reliability. Data were analyzed using descriptive statistics, Pearson product–moment correlation, and simple linear regression. The results showed a very strong positive and statistically significant association between digital literacy and reflective thinking (r = 0.833, p < 0.001). The regression model was also statistically significant, with R² = 0.694, indicating that digital literacy accounted for 69.4% of the variance in reflective thinking scores within the sample. These findings suggest that students with higher levels of digital literacy tended to demonstrate stronger reflective thinking skills. However, because of the correlational design, the findings indicate statistical association rather than causality. The study highlights the importance of developing digital literacy and reflective thinking as complementary competencies in elementary education and provides a basis for future experimental or longitudinal research to investigate their potential causal relationship.]]>
