<![CDATA[The integration of digital technology in elementary education requires instructional tools that address both pedagogical objectives and learners’ needs. This study aimed to analyze teachers’ and students’ needs as an empirical basis for developing Deep Learning-based digital instructional tools for cultural diversity learning in elementary schools. A descriptive quantitative approach was employed at SD Negeri 092 Palembang, Indonesia, involving two fifth-grade teachers and 39 fifth-grade students. Data were collected through needs-analysis questionnaires, supported by classroom observations, interviews, and documentation. The questionnaire data were analyzed descriptively using percentages and predetermined need categories. The findings revealed that teachers’ overall need for digital instructional tools reached 76%, categorized as needed, while students’ overall need reached 77.86%, also categorized as needed. Among the teacher-related aspects, the need for digital instructional tools was highest at 100% for both teachers. Among students, the Deep Learning aspect recorded the highest percentage at 81.79%, categorized as highly needed. These findings indicate that the proposed instructional tools should integrate contextual cultural diversity content, interactive digital materials, and learning activities that support mindful, meaningful, and joyful learning. The study provides an empirical foundation for determining the pedagogical and technological requirements of instructional tool development, although further validation and effectiveness testing are required.]]>
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