Teachers' Digital Literacy and Benefits for Learning Innovation in Elementary Schools

Abstract

The rapid development of digital technology requires elementary school teachers to possess digital literacy as a crucial competency for supporting 21st-century learning. The ideal condition expected is that all teachers can optimally utilize digital technology to create innovative, interactive, and student-centered learning (Sari et al., 2025). However, empirical evidence indicates that digital literacy competencies among elementary school teachers in Indonesia remain varied and uneven, affecting the quality of learning innovation (Hutagalung & Purbani, 2021). This study aims to analyze the benefits of teacher digital literacy on learning innovation in elementary schools through a systematic review of relevant scientific journal articles. This study employs a qualitative approach using a Systematic Literature Review (SLR) method. Data sources consist of 30 national and international journal articles published within the last five years (2020–2025), obtained from Google Scholar, ERIC, and Scopus databases. Data was analyzed using content analysis techniques systematically. The findings indicate that teacher digital literacy positively impacts learning innovation, particularly in method selection, digital media use, and the development of interactive, student-centered learning strategies. Teachers with strong digital literacy tend to be more adaptive to change and capable of creating creative, varied, and meaningful learning experiences. Strengthening the digital literacy of elementary school teachers is an urgent need to promote learning innovation and improve educational quality in the digital era.