<![CDATA[Deep learning in primary education is increasingly relevant as 21st-century competency demands emphasize conceptual understanding, knowledge transfer, and higher-order thinking skills from the early grades. This study aims to synthesize deep learning strategies and their implementation methods in primary education through a PRISMA-based systematic literature review (SLR). The literature search employed keywords related to “deep/deeper learning” and “primary education/elementary school (SD/MI)” across selected national and international scholarly sources, followed by screening using inclusion–exclusion criteria and data extraction for thematic synthesis. From 30 records identified, after duplicate removal and title–abstract screening as well as full-text assessment, 20 studies met the eligibility criteria for analysis. The synthesis indicates that deep learning in primary education is most frequently operationalized through project-based learning, problem-based learning, and inquiry-based approaches, strengthened by collaboration and reflection as cross-cutting elements. Recurrent implementation patterns include contextual triggering, exploration, concept consolidation, production of artifacts/solutions, presentation and feedback, and reflection, with authentic assessment (performance rubrics, portfolios, self- and peer-assessment) serving as a key mechanism to sustain learning depth. The most consistently reported impacts include stronger conceptual understanding, improved critical thinking and problem-solving, and enhanced communication and collaboration skills. These findings underscore the importance of strengthening teachers’ capacity in task design and authentic assessment, alongside school-level support, to enable realistic and sustainable implementation of deep learning in primary education.]]>
