<![CDATA[This study is motivated by the low effectiveness of literacy, numeracy, and deep learning implementation in elementary school learning practices in Indonesia. Although various national policies such as the School Literacy Movement, Minimum Competency Assessment, and Merdeka Curriculum have been introduced, teachers and schools still face challenges in understanding and applying these three concepts both conceptually and contextually. The gap between policy and classroom practice indicates the need for an in-depth exploration of how teachers perceive and integrate literacy, numeracy, and deep learning within the learning process. This research employs a qualitative descriptive approach with a literature study design, analyzing national and international studies published between 2020 and 2025. Data were collected through the review of scholarly articles, educational policy reports, and academic documents retrieved from indexed databases such as SINTA, Scopus, and Google Scholar. The data were analyzed using thematic analysis to identify recurring concepts, processes, and meanings across studies. The findings reveal three key themes: (1) teachers’ conceptual understanding and institutional readiness, (2) pedagogical transformation based on reflection and collaboration, and (3) structural and cultural challenges in policy implementation. This study contributes to strengthening constructivist and transformative learning theories by emphasizing the importance of teacher reflection in creating meaningful learning experiences. The implications highlight the need for teacher capacity development, policy reform in professional training, and the contextualization of curriculum design for Indonesian primary education.]]>
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