<![CDATA[Civic literacy is a multidimensional competence that supports students in understanding public issues, participating in social life, reasoning critically, and acting responsibly as citizens. This study aims to (1) clarify the conceptual meaning and scope of civic literacy, (2) synthesize the main theoretical foundations underpinning its development, (3) identify its core dimensions and principles, and (4) formulate implications for civic literacy learning in elementary education. The study employed a structured library research approach. Literature was identified through Google Scholar and GARUDA using combinations of the keywords civic literacy, civic knowledge, civic skills, civic disposition, citizenship education, and elementary education. Ten core sources that met the relevance and publication-quality criteria were selected for synthesis. Data were analyzed through identification, classification, comparison, thematic synthesis, and interpretation. The synthesis shows that civic literacy is best understood as an integrated competence involving civic knowledge, civic skills, and civic disposition, with digital and participatory capacities becoming increasingly important in the contemporary context. The literature also indicates that contextual, participatory, critical, multicultural, inclusive, value-based, and experiential learning principles provide a stronger basis for developing civic literacy than knowledge transmission alone. The contribution of this review is a consolidated conceptual framework linking theoretical foundations, core dimensions, learning principles, and elementary-school implications of civic literacy.]]>
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