Abstract
Artificial Intelligence (AI) has increasingly influenced educational transformation, including primary school learning. However, its integration in elementary education requires careful pedagogical, ethical, and developmental consideration because young learners still need intensive teacher guidance. This study aims to synthesize recent literature on the opportunities, challenges, and pedagogical implications of AI integration in primary school learning. This article employed a Systematic Literature Review approach guided narratively by the PRISMA framework. Literature was searched from Google Scholar, Scopus, DOAJ, ERIC, ScienceDirect, Springer, IEEE Xplore, Taylor & Francis, and SINTA, focusing on publications from 2021 to 2026. The data were analyzed using thematic synthesis. The findings indicate that AI provides opportunities for personalized learning, adaptive learning, formative assessment, automated feedback, teacher support, digital literacy development, and the strengthening of twenty-first-century skills. Nevertheless, AI integration faces challenges related to teacher readiness, infrastructure, unequal access, student data privacy, algorithmic bias, ethical use, and children’s limited critical capacity. The study implies that AI should not replace teachers but should support pedagogically meaningful, ethical, inclusive, contextual, and student-centered learning aligned with the Merdeka Curriculum.