<![CDATA[Deep learning has been a major goal for basic education and curriculum reform. But its implementation in classrooms is highly dependent on teachers, and evidence about their views is still lacking. A scoping review is conducted to map the global literature on primary school teachers’ opinions of, readiness for, obstacles in, and supportive variables for applying deep learning as a pedagogical strategy. We looked for records published between 2014 and 2026 in Scopus using the JBI approach and PRISMA-ScR standards. Seventy-eight records were examined, 22 full-text publications were reviewed for eligibility, and 17 research studies from 11 nations were mapped and thematically synthesised according to the dimensions of Population, Concept and Context. Overall, teachers see deep learning positively; however, this favourable attitude is often not reflected in effective classroom practice. All the studies identify several obstacles and facilitating elements connected with deep learning, but the least researched facet is preparedness. When absent, general conditions like professional growth, collaboration, leadership, time and infrastructure operate as barriers, but when present, they act as enabling factors. In addition, vague definitions of deep learning and the constant gap between perception and practice are found in numerous situations. These findings suggest that the imposition of deep learning, as in the Indonesian Curriculum, necessitates aligned curriculum, evaluation, professional development, leadership, and resources, with particular attention to equality. Priorities are validated measures of readiness and longitudinal, observational and comparative research.]]>
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