Digital literacy in early childhood education: trends, patterns, challenges and future directions

Purpose This study aims to explore key developments in digital literacy in early childhood education and propose recommendations to strengthen its practice among educators and policymakers. Design/methodology/approach This study adopts a systematic literature review and meta-synthesis approach to analyze the current state of digital literacy in early childhood education. Using the preferred reporting items for systematic reviews and meta-analyses protocol, papers published in Scopus-indexed journals between 2015 and 2025 were screened, resulting in the selection of 36 relevant studies. Thematic analysis was applied to categorize emerging trends, implementation patterns and challenges. Findings The analysis reveals that emerging trends in digital literacy include the integration of artificial intelligence, augmented reality and game-based learning applications. Patterns of implementation differ based on infrastructure and teacher capacity, while challenges such as the digital divide, limited access to technology and the need to balance digital and interpersonal interactions persist. Research limitations/implications The review is limited to English-language papers indexed in Scopus, potentially excluding diverse perspectives. Future studies should consider broader databases and longitudinal designs. Practical implications Results highlight the need for improved teacher training and robust digital infrastructure to ensure equitable access and effective technology integration in early learning settings. Social implications Enhancing digital literacy from an early age can help reduce the digital divide and foster responsible technology use, promoting educational equity. Originality/value This study provides a timely synthesis of digital literacy research in early childhood education and offers strategic insights for practice, policy and future scholarly exploration.