<![CDATA[Elementary school students continue to face literacy challenges, particularly in reading comprehension, identifying main ideas, interpreting information, and connecting texts with everyday contexts. This study aimed to analyze students’ literacy conditions and the integration of Education for Sustainable Development (ESD) in learning as a basis for developing an ESD-based digital literacy application for elementary school students. A qualitative descriptive approach supported by simple quantitative data was employed. Participants comprised 30 fourth-grade students selected through purposive sampling. Data were collected through observations, teacher interviews, documentation, and questionnaires and analyzed using qualitative data reduction, data presentation, conclusion drawing, and descriptive percentages. The findings revealed relatively low to moderate literacy performance, with scores of 58% for reading comprehension, 54% for identifying main ideas, 56% for text interpretation, 52% for connecting texts with everyday life, and 60% for reflection on reading. ESD-related indicators showed environmental awareness at 70%, sustainable behavior at 63%, and social collaboration at 72%. Based on the identified needs, an ESD-based digital literacy application was developed by integrating contextual digital reading materials, interactive quizzes, educational videos, reflective activities, and sustainability content encompassing environmental, social, and economic dimensions. The findings demonstrate the need for digital learning resources that integrate literacy development with sustainability-oriented contexts and provide an empirical basis for the application’s development. Further experimental evaluation is required to determine its effectiveness in improving students’ literacy and sustainability competencies.]]>
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