<![CDATA[Background: Primary education plays a strategic role in shaping students’ foundational knowledge, attitudes, and character; therefore, the quality of instruction and teacher competence are key factors in improving educational outcomes. However, classroom practices remain largely dominated by surface learning approaches that emphasise memorisation and short-term cognitive achievement. Objective: This study aims to examine the relationship between deep learning–based instruction, character strengthening, and the enhancement of primary school teachers’ competence. Method: The study employs a qualitative approach through a literature review, using critical analysis and theoretical synthesis of various scholarly sources and educational policy documents. Result: The findings indicate that deep learning–based instruction can enhance conceptual understanding, higher-order thinking skills, and the internalisation of character values when supported by teachers’ pedagogical, professional, social, and personal competencies. Conclusion: Integrating these three aspects yields a holistic and sustainable learning framework that supports meaningful learning processes in primary education. Originality/Value: This study offers conceptual novelty in the field of primary teacher education and transformative pedagogy by uncovering an integrative theoretical synthesis that connects deep learning-based instruction, character strengthening, and the four core teacher competencies (pedagogical, professional, social, and personal) concerning the transition from rote, surface learning to meaningful instruction within the context of primary education praxes, an area that has remained insufficiently synthesized. These findings enrich theoretical perspectives and serve as a strategic reference for designing continuous teacher professional development frameworks and policy initiatives for holistic elementary curricula.]]>
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