It is important from an early stage to concern ourselves with digital literacy education to ensure that children use AI in a safe and healthy way, so that it contributes favorably to children's learning and personal development. The upward trend of digitization in all spheres of human activity has a significant impact on education, making education specialists responsible in this respect. Numerous recent studies show the importance of early digital literacy skills for young children and the influence these skills have on learning.

Digital literacy is the ability to use digital technologies to access, evaluate, create and communicate information effectively, securely and responsibly. It is considered essential for active participation in modern society and for economic and social inclusion.

In this context, this study aims to systematically review the scholarly articles, to examine primary school practices related to digital literacy development. We took into account studies targeting primary school pupils, primary school teachers and teacher training programs aimed at developing the digital literacy of primary school pupils.  The systematic review was also developed taking into account empirical studies that investigated practical applications in the field of education and digital literacy. The results showed that in some educational systems there are numerous practices used in primary school focus on students' digital literacy development, but not as many studies reflect the use of AI in students' learning, capitalizing on acquired digital competences. These results are the prerequisites for the realization of elementary education in primary school in line with the needs of young learners, taking into account the implications that the use of AI has for the learning process of searching and processing information: how to identify bad information and how to protect personal privacy. Our exploratory research aimed at configuring the concept of digital literacy, in relation to the age particularities of primary school students and their specific learning activities, as well as conceptualizing a new emerging concept, AI literacy, which can be organized into four concepts: know and understand AI, use and apply AI, evaluate and create AI, and AI Ethics. (Ng et al., 2021) Thus, digital literacy should also evolve to include AI literacy to prepare students to become responsible digital citizens in the modern world (Carolus et al., 2023). The concept of digital literacy has been related to children's communication, relationships and thinking, examining their connection with digital technologies in the learning process (Jones & Hafner, 2021), as it is defined as: "the practices of reading, writing, and communication made possible by digital media" (Hafner et al., 2015, p.1).

Despite the potential benefits of AI in education, little research has been conducted on methods and techniques for teaching/learning artificial intelligence, developing digital competences in primary school with the aim of using them appropriately in the learning process. Therefore, our study investigated the identification in previous research, of recent date, of teacher training programs for primary school teachers with the aim of teaching those components of artificial intelligence useful to primary school students to facilitate the learning process. These aspects are important in order to teach children how to use modern digital technologies to access information, how to orient, manage and process the complex web of information made available by digital technologies, how to "read" and understand the messages conveyed in digital environments, behaviors that describe a person considered digitally literate. In our study we started from the premise that AI can positively influence the learning process of primary school students by creating inclusive learning environments, improving digital competences, personalizing teaching methods and strengthening teacher-student relationships.

As for the research methodology, we used peer-reviewed research articles on digital literacy practices for primary school children (aged 6-10 years) published between January 2014 and December 2024 from eight education databases that have been carefully selected based on pre-determined criteria and reviewed using content analysis. To identify potential studies to be included in the review, we queried the databases of Educational Resources Information Center (ERIC), JSTOR, Scopus, Science Direct (Elsevier), Web of Science (core collection), Central Eastern European Online Library (CEEOL), Directory of Open Access Journal (DOAJ) and Wiley. The search term string used was (digital literacy OR electronic literacy OR AI literacy OR ICT literacy) AND (practices OR usage OR use) AND (young children OR primary school OR elementary school) AND (professional development OR teacher professional development OR teacher training OR education OR teacher training programs). We used relevant methods that have been selected to minimize subjectivity, thus providing reliable results on which to draw conclusions and make decisions (Green et al., 2015). Systematic literature review involves following a predefined procedure, which involves the following steps: formulating research questions, selecting studies according to inclusion/exclusion criteria, coding strategy, in-depth analysis and synthesis, a structure that will be detailed in the full paper (Newmann & Gough, 2020). We included in our analysis the following types of studies: (1) published in the English language; (2) not including duplicate publications; and (3) including non-empirical and empirical studies (mixed method, quantitative or qualitative) related to primary school children's digital literacy practices and AI literacy in the learning process. In order to understand how we can develop digital literacy in primary school with the aim of using AI for learning purposes by students we have formulated the following research questions: 1. What goals do teachers set for digital literacy education in primary school? 2. Are there digital literacy assessment tools for primary school students? 3. What teaching methods and learning tasks specific to digital literacy in primary school are designed with the aim of using them in the learning process? 4. Are there training programs for primary school teachers to prepare them to teach digital literacy?

The recent studies that have appeared in the last ten years, which have been the subject of our analysis, highlight the sustained concerns of educational actors in the field of digital literacy development, and more recently in the field of AI literacy, towards the implementation of AI literacy and literacy competence in school curricula, as well as the development of coherent educational approaches to teaching AI literacy. Thus, most studies examine the role that various digital platforms and apps play in digital literacy and learning outcomes, emphasizing the need for basic skills training in the early years of school. However, little research has been conducted on methods and techniques for teaching and learning artificial intelligence, developing digital competences in primary school with the aim of using them appropriately in the learning process. How to define AI literacy is under-explored. Other dimensions such as digital literacy assessment tools for primary school students and training programs for primary school teachers to prepare them to teach digital literacy are also less addressed. These findings are important for educational theorists and practitioners to consider. It is important that students, from the earliest years of schooling, are taught effective learning techniques, and AI can be a support in this. The development of digital literacy with the aim of using AI in learning by primary school pupils is essential in this respect. The development of tools to measure the digital literacy competence of the youngest schoolchildren, as well as the existence of training programs for elementary school teachers targeted on appropriate AI literacy teaching methods are currently a necessity for education systems. Only thus we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains.

Aichinger, D., Mach, P., Krotký, J. (2019). Digital Literacy Development Through New Technologies for Measuring and Data Mining. Edukacja - Technika - Informatyka 2:233-238. Carolus, A., Koch, M., Straka, S., Latoschik, M. E., & Wienrich, C. (2023). MAILS—Meta AI Literacy Scale: Development and testing of an AI literacy questionnaire based on well-founded competency models and psychological change-and meta-competencies. https://doi.org/10.48550/arXiv.2302.09319 Davy Tsz Kit Ng, Jac Ka Lok Leung, Samuel Kai Wah Chu, and Maggie Shen Qiao. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence 2 (2021), 100041. Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. http://llt.msu. edu/issues/october2015/commentary.pdf Green, S., Higgins, J. P. T., Alderson, P., Clarke, M., Mulrow, C. D., & Oxman, A. D. (2015). What is a systematic review? In J. P. T. Higgins, & S. Green (2015). Cochrane Handbook for systematic reviews of Interventions [E-Reader Version]. Retrieved from www.cochrane-handbook.org Jones, R. H., & Hafner, C. A. (2021). Understanding digital literacies: A practical introduction. Routledge. Newman, M., & Gough, D. (2020). A systematic review in educational research: Methodology, perspectives, and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (2020). Systematic reviews in educational research [E-Reader Version]. DOI: 10.1007/978-3-658-27602-7 Emilov, I. (2021). Digital Literacy in the Help of Education. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia 1:238-246. Opria, Ș., & Momanu, M. (2023). Systematic literature review on digital citizenship education for primary school students. Revista de Științe ale Educației 1:93-112. Uršej, K. (2019). Digital Literacy in the First Three Years of Primary School: Case Study in Slovenia. International Journal of Management, Knowledge and Learning 1:61-77. Yang, W., Hu, X., Yeter, I. H., Su, J., Yang, Y., & Lee, J. C.-K. (2024). Artificial intelligence education for young children: A case study of technology-enhanced embodied learning. Journal of Computer Assisted Learning, 40(2), 465–477. https://doi.org/10.1111/jcal.12892 Yeter, I. H., Yang, W., & Sturgess, J. B. (2024). Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature. Future in Educational Research, 2(4), 382–402. https://doi. org/10.1002/fer3.59 Zhang, J., & Zhang, Z. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871–1885. https://doi. org/10.1111/jcal.12988