<![CDATA[The rapid advancement of digital technology has catalyzed a paradigm shift in global education, positioning deep learning (DL) as a promising pedagogical innovation. While DL has gained traction in higher education, its integration in primary education remains underexplored. This study conducts a systematic literature review to examine the opportunities and challenges of implementing DL at the primary school level. Utilizing the PRISMA framework, 30 peer-reviewed articles published between 2020 and 2025 from Scopus, Web of Science, and Google Scholar were critically analyzed. The findings are synthesized into three key themes: instructional effectiveness, teacher preparedness, and systemic infrastructure.The review reveals that DL fosters improved learning outcomes through adaptive, reflective, and personalized approaches, enhancing literacy, student engagement, and critical thinking. Nonetheless, widespread adoption is constrained by limited digital competence among teachers, inadequate professional development, infrastructural disparities, and fragmented policy frameworks. This study underscores the need for targeted teacher training, equitable technology access, and multi-stakeholder policy alignment. The integration of DL in primary education should be approached not as a mere technological enhancement but as a systemic educational transformation grounded in innovation, inclusivity, and sustainable policy development]]>
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