<![CDATA[The use of learning media plays an important role in improving beginning reading skills among elementary school students. However, the implementation of digital visual literacy media in reading instruction at the lower elementary level remains limited. This study aimed to describe the implementation of Canva-based visual literacy media in reading instruction for first-grade students at SDN 1 Awang Besar and to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative descriptive approach. The research subjects consisted of a first-grade teacher and first-grade students at SDN 1 Awang Besar. Data were collected through observations, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that the implementation of Canva-based visual literacy media was carried out through three stages, namely planning, implementation, and evaluation. The media facilitated students in recognizing letters, reading words, understanding reading texts, and actively participating in learning activities. The implementation was supported by teachers' competence in utilizing technology, adequate school facilities, students' characteristics, and institutional support. Meanwhile, limited preparation time, technical constraints, and differences in students' reading abilities became the main challenges. Therefore, Canva-based visual literacy media can serve as an effective learning medium to create meaningful, interactive, and student-centered beginning reading instruction in elementary schools.]]>
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