<![CDATA[The rapid advancement of digital transformation has brought fundamental implications for educational systems, particularly at the elementary school level. Digital literacy can no longer be viewed as an additional competency; rather, it has become a basic necessity that must be systematically integrated into the curriculum. This article aims to critically analyze the concepts, urgency, challenges, and strategies for integrating digital literacy into the development of elementary school curricula in Indonesia. Employing a library research approach, this study examines various scholarly sources, including accredited journal articles, academic books, and relevant policy documents published over the last ten years. Data were analyzed through the processes of data reduction, data presentation, and conclusion drawing using a thematic approach. The findings indicate that the integration of digital literacy into the elementary school curriculum faces three major challenges: disparities in teachers’ digital competencies, unequal access to technological infrastructure, and learning orientations that remain focused primarily on technical aspects rather than digital ethics and culture. This article proposes a conceptual framework for digital literacy integration encompassing four pillars—access, analysis, creation, and ethics—and emphasizes the necessity of a cross-curricular integrated approach rather than treating digital literacy as a separate subject. The practical implications of these findings highlight the need to strengthen teachers’ pedagogical capacities, provide equitable technological infrastructure, and reformulate the curriculum by positioning digital literacy as a complementary foundation of basic education.]]>
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