Information communication technologies education in elementary school: a systematic literature review

Implementing information and communications technology (ICT) education in elementary schools in the industrial era 4.0 is urgent. Several studies have explored ICT education in elementary schools, but few studies with systematic literature reviews remain. This article presents a literature review for 2019–2023 regarding ICT education in elementary schools. The Systematic Review Literature method and PRISMA protocol use Publish or Perish 7, VOSviewer, NUDIST, and Vivo (NVIVO) 12 Plus. The search results for Scopus articles contained 812, which were then filtered according to the theme to 61 for the study. The 61 articles were analyzed according to topic via NVIVO 12 Plus, and the results were described according to the research questions. ICT education in elementary school is a form of technology that involves learning to send, process, create, share, display, store, and exchange information. The characteristics of ICT education in elementary schools include the use of ICT for online learning, communication interaction, digital media, software, a focus on inclusive, real-time, technological pedagogical content knowledge (TPACK), and the promotion of student independence. The implementation of ICT education in elementary schools is carried out through learning, digital-based projects, curriculum, tools, and learning materials for mathematics and language in elementary schools, which are supported by teachers’ digital competence. Future researchers must study ICT education in elementary schools in response to technological developments.