Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools

Perspectives of Teachers on Digital Literacy... | F1000Research "use strict";function _typeof(t){return(_typeof="function"==typeof Symbol&&"symbol"==typeof Symbol.iterator?function(t){return typeof t}:function(t){return t&&"function"==typeof Symbol&&t.constructor===Symbol&&t!==Symbol.prototype?"symbol":typeof t})(t)}!function(){var t=function(){var t,e,o=[],n=window,r=n;for(;r;){try{if(r.frames.__tcfapiLocator){t=r;break}}catch(t){}if(r===n.top)break;r=r.parent}t||(!function t(){var e=n.document,o=!!n.frames.__tcfapiLocator;if(!o)if(e.body){var r=e.createElement("iframe");r.style.cssText="display:none",r.name="__tcfapiLocator",e.body.appendChild(r)}else setTimeout(t,5);return!o}(),n.__tcfapi=function(){for(var t=arguments.length,n=new Array(t),r=0;r 3&&2===parseInt(n[1],10)&&"boolean"==typeof n[3]&&(e=n[3],"function"==typeof n[2]&&n[2]("set",!0)):"ping"===n[0]?"function"==typeof n[2]&&n[2]({gdprApplies:e,cmpLoaded:!1,cmpStatus:"stub"}):o.push(n)},n.addEventListener("message",(function(t){var e="string"==typeof t.data,o={};if(e)try{o=JSON.parse(t.data)}catch(t){}else o=t.data;var n="object"===_typeof(o)&&null!==o?o.__tcfapiCall:null;n&&window.__tcfapi(n.command,n.version,(function(o,r){var a={__tcfapiReturn:{returnValue:o,success:r,callId:n.callId}};t&&t.source&&t.source.postMessage&&t.source.postMessage(e?JSON.stringify(a):a,"*")}),n.parameter)}),!1))};"undefined"!=typeof module?module.exports=t:t()}(); dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://f1000research.com/js/vendor/ckeditor/' window.reactTheme = 'research'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); (function(h,o,t,j,a,r){ h.hj=h.hj||function(){(h.hj.q=h.hj.q||[]).push(arguments)}; h._hjSettings={hjid:2318163,hjsv:6}; a=o.getElementsByTagName('head')[0]; r=o.createElement('script');r.async=1; r.src=t+h._hjSettings.hjid+j+h._hjSettings.hjsv; a.appendChild(r); })(window,document,'https://static.hotjar.com/c/hotjar-','.js?sv='); search file_upload Submit your research search menu close search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Open Data, Software and Code Guidelines Open Data and Accessible Source Materials Guidelines (HSS) Open Data, Software and Code Guidelines (PSE) Prepublication Checks Production Process Posters and Slides Guidelines Document Guidelines Article Processing Charges Peer Review Finding Article Reviewers About How it Works For Reviewers Our Advisors Policies Glossary FAQs For Developers Newsroom Contact My Research Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://f1000research.com/articles/14-1299" }, "headline": "Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools", "datePublished": "2025-11-24T16:05:24", "dateModified": "2025-11-24T16:05:24", "author": [ { "@type": "Person", "name": "Rusi Rusmiati Aliyyah" }, { "@type": "Person", "name": "Teguh Prasetyo" }, { "@type": "Person", "name": "Widyasari Widyasari" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": "The application of digital literacy in elementary schools is a curriculum-driven approach to create independent and student-centered learning through the effective and efficient use of digital technology. This study explores teachers’ perceptions of the application of digital literacy in the curriculum to improve the quality of elementary schools. The research uses a quasi-qualitative approach. Data was collected through structured interviews with 48 teachers from 26 elementary schools, while data analysis used thematic analysis. The results of the study summarize the statements of elementary school teachers that revealed three main themes: the urgency, strategy, and positive and negative impacts of implementing digital literacy in the curriculum in elementary schools. The teachers stated that implementing digital literacy is critical because it impacts the efficiency and effectiveness of the use of school resources, improves the quality of schools, and helps develop 21st-century skills. This study concludes that school principals need to manage the curriculum and prepare regulations that regulate the availability of infrastructure for implementing digital literacy in elementary schools. This study also recommends that the Indonesian government make policies on the rules for implementing digital literacy in elementary schools and elementary schools can implement digital literacy in a sustainable manner and be prepared based on the curriculum according to the potential and culture of the school." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1299/v1", "name": "Perspectives of Teachers on Digital Literacy Implementation Curriculum..." } } ] } Home Browse Perspectives of Teachers on Digital Literacy Implementation Curriculum... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Aliyyah RR, Prasetyo T and Widyasari W. Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.12688/f1000research.172273.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] Rusi Rusmiati Aliyyah https://orcid.org/0000-0002-4908-4677 1 , Teguh Prasetyo https://orcid.org/0000-0002-1344-2620 1 , Widyasari Widyasari https://orcid.org/0000-0002-7811-1902 2 Rusi Rusmiati Aliyyah https://orcid.org/0000-0002-4908-4677 1 , Teguh Prasetyo https://orcid.org/0000-0002-1344-2620 1 , Widyasari Widyasari https://orcid.org/0000-0002-7811-1902 2 PUBLISHED 24 Nov 2025 Author details Author details 1 Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia 2 Faculty of Educational Technology, Universitas Ibn Khaldun, Bogor, West Java, Indonesia Rusi Rusmiati Aliyyah Roles: Conceptualization, Funding Acquisition, Methodology, Validation Teguh Prasetyo Roles: Data Curation Widyasari Widyasari Roles: Conceptualization OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract The application of digital literacy in elementary schools is a curriculum-driven approach to create independent and student-centered learning through the effective and efficient use of digital technology. This study explores teachers’ perceptions of the application of digital literacy in the curriculum to improve the quality of elementary schools. The research uses a quasi-qualitative approach. Data was collected through structured interviews with 48 teachers from 26 elementary schools, while data analysis used thematic analysis. The results of the study summarize the statements of elementary school teachers that revealed three main themes: the urgency, strategy, and positive and negative impacts of implementing digital literacy in the curriculum in elementary schools. The teachers stated that implementing digital literacy is critical because it impacts the efficiency and effectiveness of the use of school resources, improves the quality of schools, and helps develop 21st-century skills. This study concludes that school principals need to manage the curriculum and prepare regulations that regulate the availability of infrastructure for implementing digital literacy in elementary schools. This study also recommends that the Indonesian government make policies on the rules for implementing digital literacy in elementary schools and elementary schools can implement digital literacy in a sustainable manner and be prepared based on the curriculum according to the potential and culture of the school. READ ALL READ LESS Keywords Curriculum Management, Digital Literacy, Elementary School, Thematic analysis, 21st century skills Corresponding Author(s) Rusi Rusmiati Aliyyah ( [email protected] ) Close Corresponding author: Rusi Rusmiati Aliyyah Competing interests: No competing interests were disclosed. Grant information: This research was funded by the Directorate of Research, Technology, and Community Service, the Directorate General of Higher Education, Research, and Technology, and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. In accordance with Master Contract Number 106/E5/PG.02.00.PL/2024 and Agreement/Contract Number: 014/SP2H/RT-MONO/LL4/2024, 801/01/K-X/VI/2024 The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2025 Aliyyah RR et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Aliyyah RR, Prasetyo T and Widyasari W. Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.12688/f1000research.172273.1 ) First published: 24 Nov 2025, 14 :1299 ( https://doi.org/10.12688/f1000research.172273.1 ) Latest published: 24 Nov 2025, 14 :1299 ( https://doi.org/10.12688/f1000research.172273.1 ) Introduction Digital literacy is the knowledge and skills of consumers in utilizing digital media ( Lazonder et al., 2020 ) to improve skills in the school environment to support cognitive, social, and emotional abilities ( Churchill, 2020 ; Jang et al., 2021 ; UNESCO Institute for Statistics, 2018 ; Van Laar et al., 2017 ). Research states that digital literacy learning has an impact on 21st-century skills development ( Churchill, 2020 ; Kim et al., 2014 ; List, 2019 ; Purnama et al., 2021 ; Siddiq et al., 2017 ) that focuses on competencies so that students have critical thinking skills and good metacognition ( Siddiq et al., 2017 ). Various countries have implemented digital literacy learning, which is packaged in the development of a curriculum in accordance with the potential of schools to improve the quality of education in their countries. Selected European countries (Slovakia, Czechia, Poland, the United Kingdom, and Ireland), as well as the United States and Sweden, include digital literacy in primary school students’ learning to improve students’ numeracy literacy skills ( Javorský & Horváth, 2014 ; UNESCO Institute for Statistics, 2018 ). The results of the study stated that European countries use six national educational technology standards in basic education, namely creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, decision making, technology operations and concepts ( Javorský & Horváth, 2014 ). China has developed a digital learning curriculum to improve the literacy skills of grade 4 elementary school students ( Harvey & Brooks, 2022 ). Hungary develops a curriculum to improve information literacy skills and competencies ( Varga & Egervári, 2014 ). Canada designs classroom-based cybersecurity, privacy, and digital literacy games for elementary school students ( Maqsood & Chiasson, 2021 ). The United States is developing a digital model to make it easier for elementary school teachers to implement technology-based curriculum ( Obel-Omia, 2016 ). Taiwan develops inquiry and six-frame learning to integrate information literacy into the primary school curriculum ( Chen, 2018 ). Meanwhile, Korea developed a national curriculum that teaches software learning in the private activities of 5-year-olds ( Lee et al., 2018 ). Meanwhile, to improve the quality of elementary schools, especially in digital literacy skills, Indonesia has formed the school literacy movement as a comprehensive effort that involves school residents (teachers, students, and parents of students) and the community to participate in the education ecosystem. Meanwhile, to answer the demands of technology-based 21st century learning, in 2021, the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia launched a digital literacy module in elementary schools that contains strategies for implementing digital literacy carried out inside and outside the classroom in the form of extracurricular activities with a learning focus on time management, cyberbullying, cybersecurity management, Privacy Management, Critical Thinking, and Digital Empathy ( Rahmah, 2015 ). Indonesia has also developed a digital corner for technology-based learning activities in all educational units, including elementary schools, it has also developed computational thinking in the curriculum of local school content ( Aliyyah et al., 2024 ). All of these digital literacy-based learning activities are contained in the curriculum developed by the Indonesian government under the name of the merdeka curriculum. Merdeka curriculum is a curriculum with diverse intracurricular learning with more optimal content so that students have enough time to explore concepts and strengthen competencies. Merdeka curriculum encourages the mastery of digital skills, where students learn to use technology wisely, safely, and critically with the information they encounter ( Emawati et al., 2024 ). However, elementary schools in Indonesia have found it very difficult to implement the program the government has launched because of its many problems. Among them are the limited software owned by the school, the low awareness of users in utilizing the facilities owned by them ( Ministry of Education, Culture, 2021 ), low public awareness and knowledge about Information and Communication Technologies (ICT), there are no special subjects in the elementary school curriculum about ICT so that teachers and students are not given knowledge and understanding about the ethics of using ICT. In addition, there are not enough adequate technological facilities in schools or parenting activities with parents about digital literacy learning ( Rahmah, 2015 ). Thus, this research is emphasized to answer and provide alternative solutions to the problem. This study aims to explore teachers’ opinions on the application of digital literacy in the elementary school curriculum in Indonesia. The main questions are: 1. How urgent is the digital literacy implementation curriculum in elementary schools? 2. How teacher’s strategy in digital literacy implementation curriculum in elementary schools? 3. How the positive and negative impact on teachers from the digital literacy implementation curriculum in elementary schools? Merdeka curriculum in Indonesia Merdeka curriculum is a curriculum that has been implemented in Indonesia since February 2022 with a diverse and optimal intracurricular learning design so that students have enough time to explore concepts and strengthen competencies ( Ministry of Education and Culture of the Republic of Indonesia, 2022 ). Merdeka curriculum provides flexibility for educational units and teachers in designing learning that is in accordance with the learning context and needs and student-centered ( Aliyyah et al., 2023 ). In addition, merdeka curriculum emphasizes the importance of utilizing various sources of knowledge, not only textbooks but also information obtained through digital platforms and other related references ( Emawati et al., 2024 ). Methodology Research design The approach used in this research was quasi-qualitative with a simple research design. Quasi-qualitative research is a study with the primary objective of objectively describing a situation according to the problem ( Cropley, 2019 ). Meanwhile, according to Bungin ( Bungin, 2020 ), quasi-qualitative is a part of research influenced by positivism, which is used in the presentation of theory, a kind of deductive approach, so this research cannot be entirely qualitative. This can be seen during the analysis of the data. So it is included in the quasi-qualitative research. Quasi-qualitative research is suitable for narrating the life of information sources that can be expressed descriptively. One type of quasi-qualitative research is a simple research design (SRD). SRD is a research design used by a researcher to reflect on findings in the field by using theory to solve the problems encountered ( Bungin, 2020 ). The research procedure of SRD was carried out with five main steps, namely (1) Selecting the social context and determining the research question (Social context and research question); (2) Conducting a literature review (Literature Review); (3) Conducting research methods and collecting data (Research methods and data collection); (4) Analyzing data (Data Analysis); (5) Reporting research results (Reporting) ( Bungin, 2020 ). Participants The participants in this study were 48 teachers spread across 26 elementary schools in seven provinces in Indonesia, covering the regions of West Java, Jakarta, Central Java, Yogyakarta, East Java, North Sumatra, and South Kalimantan. This is in accordance with Creswell’s opinion about the concept of qualitative research ( Creswell, J. W., & Poth, 2018 ). The selection of elementary school teachers is based on experience implementing digital literacy in elementary schools for at least three years. Teacher data was taken from seven provinces, based on data from the Ministry of Education and Culture of the Republic of Indonesia, which stated that these seven regions have the best digital literacy users in Indonesia in 2022 and 2023. The purposive sampling technique is used by conducting direct interviews with teachers who have used digital-based learning media in the form of the internet, PowerPoint, YouTube, e-books, learning videos, learning applications, learning games, Google Classroom, Moodle, online learning multimedia, and others that support digital-based learning both inside and outside the classroom at least four times a week. Data collection was carried out from August to October 2024. Descriptive data on demographic characteristics, including gender, age, length of teaching, and level of education, are presented in Table 1 . Table 1. Participant’s profiles. Respondent profile Frequency Served (%) Gender Woman 32 67% Man 16 33% Age 20-29 9 19% 30-39 20 42% 40-49 9 19% 50-59 10 20% Education level Bachelor 43 90% Magister 5 10% Doctor 0 0% Long teaching time 1-5 years 13 27% 6-10 years 3 6% 11-15 years 8 17% 16-20 years 10 21% 21-25 years 8 17% Over 25 years old 6 12% In the first stage, the researcher involved principals in elementary schools implementing digital literacy in 7 pre-selected provinces. The principal provides a Google Form link containing questions to the teacher as a respondent, with the criteria for filling out the Google Form. After the data was entered and the initial coding was carried out, the researchers selected five people from 48 respondents as in-depth interview participants to sharpen and confirm the answers not found in the Google Form. The researcher selected the interview participants by checking the answers on the Google Form with the most detailed answer criteria related to the questions and research objectives. Instruments The instrument used in this study is in the form of open-ended questions which are then made in the form of transcripts containing teachers’ ideas or opinions about the application of digital literacy in the curriculum in elementary schools based on their experience so far. The following are the questions given to teachers: 1. Explain the urgency of digital literacy implementation curriculum in elementary schools! 2. Explain teachers’ strategies in digital literacy implementation curriculum in elementary schools! 3. Explain the positive and negative impacts of digital literacy implementation curriculum in elementary schools! Data analysis The data analysis used was a thematic analysis technique to identify, evaluate, and create the main themes revealed by the researcher ( Braun & Clarke, 2019 ; Galloway, Fred J.; Jenkins, 2005 ). The researcher used the NVivo 12 program to facilitate coding and categorization. It further analyzes all the codes and categories that allow the merging and even separation of codes into simpler code and can answer research questions in the main theme. After the data is collected, then the members are checked ( Lincoln, Y.S., and Guba, 1985 ), which is used to check the credibility of participants. They were asked to clarify that their contributions were accurately reflected in the data. Meanwhile, the researcher also triangulated to reduce bias by cross-checking participants’ answers ( Anney, 2014 ). Thus, the involvement of all researchers in examining the data will support the integrity of the findings. Ethical considerations The Institute for Research and Community Service at Djuanda University, West Java, Indonesia, has approved this research. The researcher also provided approval letters to all respondents. Written consent to participate from the respondent was obtained in accordance with contract document number 363.1/LPPM/K-X/X/2024. The respondent gave his consent without coercion from anyone. Furthermore, all data obtained will remain confidential to protect respondents’ rights and privacy. Results and Discussion Result Thematic analysis revealed three main themes, namely (1) the urgency of implementing digital literacy in the curriculum in elementary schools, 2) teachers’ strategies in implementing digital literacy in the curriculum in elementary schools, and 3) the positive and negative impacts of the implementation of digital literacy in the curriculum in elementary schools. All themes are summarized in Figure 1 . Figure 1. The main themes of thematic analysis (use Nvivo 12). The urgency of digital literacy implementation curriculum in elementary schools The three subthemes of the urgency of implementing digital literacy in the curriculum in elementary schools are to implement lifelong learning, improve school quality, and develop 21st-century skills. The application of digital literacy can produce curriculum innovation as a demand in learning activities in the era of society 5.0. In addition, the application of digital literacy can also strengthen children’s and teachers’ understanding of the nation’s culture, which is currently declining in quality. Teacher 02 states that: Technological developments make it easier for everyone to communicate and interact with various countries; therefore, it is necessary to strengthen the understanding of the nation’s culture, one of which is through the application of the Pancasila student profile as a characteristic of Indonesian culture. (Teacher 02) Digital literacy is also necessary to improve the quality of education in elementary schools. It makes it easier for teachers to achieve the learning goals written in the learning plan to produce meaningful learning. In addition, digital literacy can also demand an increase in teachers’ competence. Teachers always conduct training to improve competence to help develop students’ talents and interests. Applying digital literacy in elementary schools requires teachers to develop competencies to be more professional. (Teacher 21) Furthermore, the application of digital literacy in elementary schools can also improve 21st-century skills, where teachers and students must explore how to think critically and creatively, solve problems, make good decisions, and be responsible. Thus, the holistic potential of students, ranging from intellectual, emotional, physical, social, aesthetic, and spiritual, is easy to achieve. Teacher 31 states that: One of the independent learning strategies is to facilitate students with technology-based teaching resources and learning media so that students can quickly think critically and creatively when solving problems. (Teacher 31) Teachers’ strategies in digital literacy implementation curriculum in elementary schools There are four strategic subthemes in implementing digital literacy. The first is the regulation from the principal about the rules for implementing digital literacy, facilitating infrastructure, integrating technology in learning activities, and providing an understanding of digital literacy ethics from an early age. School principals must make regulations on the rules for implementing digital literacy so that it runs well according to the curriculum developed. These rules start from learning procedures, finances, and infrastructure facilities in the school work program. Schools also need to integrate technology into learning activities, and teachers must always use Google for Education when carrying out learning activities. When implementing digital literacy, schools also need to facilitate infrastructure ranging from the internet, laptops, networks, projectors, and infrastructure to support the implementation of digital literacy in elementary schools, smart TVs, computer laboratories, and digital libraries as learning sources and tools. Closed-circuit Television (CCTV) monitors classroom learning so teachers and principals can supervise learning activities daily. Some teachers stated: Students can study comfortably in the computer labs provided, and teachers can monitor their learning activities directly or through the school’s Closed-Circuit Television (CCTV) recordings. Technology has made it easier for teachers to conduct learning and assessment activities. (Teacher 35) Each school can have different policies regarding digital literacy. Some schools implement project-based learning, such as creating books or poems, and conduct contextual-based learning. Several other schools apply digital literacy to the extracurricular, intracurricular, and co-curricular activities of the school. Digital literacy is carried out through extracurricular activities at school so that students can explore various activities to develop their talents and interests in technology skills. (Teacher 03) To avoid misuse of technology, schools make rules that require all school residents to be able to understand digital literacy ethics, which provide information on how to behave, good manners in communicating, and respecting each other when communicating online (such as avoiding communicating with rude, insulting, and hate speech messages). In addition, the school also provides an understanding of the importance of personal account security when using mobile phones and social media. Meanwhile, teachers and parents are required to accompany students when using the internet. The teacher stated: Schools, in collaboration with the Ministry of Communication and Information of the Republic of Indonesia, always socialize on how to use them and the positive and negative impacts of implementing digital literacy. (Teacher 23) The positive and negative impacts of the digital literacy implementation curriculum in elementary schools Positive impact There are four subthemes of the positive impact of implementing digital literacy: first, the effectiveness and efficiency of educational resources; second, making it easier for teachers to innovate digital-based learning; third, making it easier for students to understand learning; and fourth, it can create fun learning. Implementing digital literacy provides wider access to information and educational resources, helping teachers create conducive classrooms and making it easier for students to understand the subject. Students are accustomed to using technology in every learning so that it impacts increasing students’ critical skills, creativity, and collaboration. In addition, teachers can easily direct students to collaborate as a team in completing assignments. Students become more focused and critical because they can access much information through digital media. Digital literacy also helps make it easier for teachers to innovate learning because access to information is wide open. Teachers can easily find credible references and learning resources, easily create interesting learning media and evaluation tools, so that it impacts the ease of students to improve their thinking, verbal, collaboration, and reading skills. The Master states that: Schools that have implemented digital literacy learning have an impact on the workforce efficiency that teachers and students must expend. The presence of technology can have an impact on teachers, saving energy and time at the same time. (Teacher 11) Applying digital literacy can also help schools save time and educational funds. Activities that usually require a lot of paper when conducting exams can now be completed online. Schools no longer spend money on paper, ballpoint pens, and other office stationery, so learning activities run more effectively and efficiently. Negative impact The four subthemes of the negative impact of implementing digital literacy on students and schools are: first, too often using technology media can damage physical health; second, it affects children’s emotional stability; third, the misuse of information and technology media occurs; and fourth, significant costs are needed for the procurement and maintenance of infrastructure facilities. The use of digital devices for an extended period of time can cause physical damage, ranging from visual impairments, nerve disorders, brain disorders, sleep disorders, poor posture, and problems with the back and neck. Excessive interaction with social media and online content can also increase stress and anxiety levels in students and teachers. The Master states that: Some students have red eyes because they use gadgets too often. (Teacher 20) Teachers sometimes have trouble sleeping because they use digital devices too often at school and home to complete assignments. (Teacher 44) Not only that, but using digital devices can also affect emotional stability. Students and teachers who have too much workload to complete using laptops and mobile phones have the potential to develop mental disorders such as depression, anxiety, and dependence. My fellow teachers, if they have a lot of assignments and deadlines, sometimes they become emotionally unstable, some get angry, some always feel excessively anxious, and some like to cry alone in class. (Teacher 41) In addition, it is difficult for teachers and parents to provide assistance and briefings on the dangers of excessive use of technological devices, which has an impact on many elementary school students who are addicted to gadgets and access harmful content (pornographic videos) freely through mobile phones and laptops outside of school hours. In fact, many elementary school students are victims of cyberbullying because of the actions of close friends in their class. Not only that, the lack of supervision from schools and parents also impacts the number of students who spread fake news (hoaxes) through social media. There have been students who are addicted to gadgets because they often play games at home, and there are even students who watch pornographic videos through mobile phones. (Teacher 36) The application of digital literacy in elementary schools also impacts the significant school budget expenditure. Purchasing laptops, infocusts, smart TVs, and other digital facilities requires high costs. Not only that, but schools also have to pay for electricity, Wi-Fi, and maintenance throughout the year. Therefore, not all schools have complete digital learning facilities. Most elementary schools in remote villages in Indonesia do not have proper digital learning tools. Teacher 35 affirms: Schools must budget the cost of laptops, infocusts, and smart TVs in their school budget and learning plans. (Teacher 35) Discussion In this study, the researchers conducted an online survey and interviewed teachers who have implemented digital literacy for at least 3 years. The researcher asked questions about the strategy, urgency, and positive and negative impacts of applying digital literacy in the independent curriculum in elementary schools. Teachers’ statements were analyzed based on theoretical background and research findings related to the application of digital literacy in elementary schools. Using thematic analysis provides an overview for researchers to investigate further strategies and the positive and negative impacts of digital literacy on the independent curriculum in elementary schools. The researcher identified several themes and subthemes that reflected teachers’ opinions on applying digital literacy. Although the Indonesian government has made policies to implement digital literacy, the limited software owned by schools ( Rahmah, 2015 ) has an impact on the difficulty of implementing digital literacy in elementary schools. Therefore, first, a strategy is needed in implementing digital literacy in elementary schools through the creation of rules and regulations from schools regarding the use of digital literacy in accordance with the independent curriculum in elementary schools ( McGeehan & Norris, 2020 ) to integrate digital learning in various learning activities ( Falloon, 2020 ; Rahmah, 2015 ). Teachers must use learning media ( Davis et al., 2021 ; Lazonder et al., 2020 ) and digital-based learning assessments ( Falloon, 2020 ; Jin et al., 2020 ; Wilkes et al., 2020 ). Teachers must also be given competency training according to the times ( List et al., 2020 ), to be able to educate and guide students using technology ( Falloon, 2020 ) and be able to make a learning plan ( Rasmitadila et al., 2020 ). In addition, to be able to implement digital literacy learning in elementary schools properly, support is needed from all education stakeholders, ranging from principals, teachers, parents, the government, and even the involvement of universities in providing holistic assistance ( Aliyyah et al., 2023 ; Rasmitadila et al., 2020 ). Digital literacy in elementary schools requires teachers to be proficient in using technology to build character, gain new knowledge, and avoid hoax information ( Rahmah, 2015 ; Tavares et al., 2023 ). Second, the implementation of good digital literacy has an impact on the ease of teachers finding learning resources ( Falloon, 2020 ) and teaching materials ( Aliyyah et al., 2024 ) quickly, resulting in meaningful learning ( Condie & Pomerantz, 2020 ) together with students. The many media, methods, and digital-based learning models that teachers can use in learning activities will make it easier for students to develop skills according to their talents and interests ( Csernoch & Biró, 2015 ; Lee et al., 2018 ; Park et al., 2021 ). The higher the quality of teacher competence ( Falloon, 2020 ; Shafie et al., 2019 ) in schools, the more it can further improve the quality of education ( Hvidston et al., 2019 ; Kesici & Ceylan, 2020 ). Third, the application of digital literacy in elementary schools has a positive impact on the development of critical thinking ( Davis et al., 2021 ), creativeness ( Tavares et al., 2023 ; Van Laar et al., 2017 ), Innovation ( Falloon, 2020 ), problem-solving skills ( Van Laar et al., 2017 ) and team collaboration skills ( Bett, 2016 ; Smeaton & Callan, 2005 ) which is a 21st century skill prowess ( Güneş & Bahçivan, 2018 ; Van Laar et al., 2017 ). To overcome the negative impact of the implementation of digital literacy learning, schools can also provide education consistently to include moral values in the curriculum and subjects ( Lynch et al., 2017 ), provide education on the importance of communication ethics through online media ( Fourie, 2017 ) and assist so that students always maintain their privacy accounts to be protected from fraud, and online crime ( Pyrooz et al., 2015 ; Stalans & Finn, 2016 ). Schools must also assist with the procedures for using technological devices ( Larsson, Ranada, & Lidström, 2019 ). Starting from the use of the night mode feature or blue light filter ( Luqman et al., 2021 ), take regular breaks by stretching your body and taking your eyes off the screen of your laptop or mobile phone, and provide information about the wise use of technological tools ( Stratigea et al., 2015 ). Not only that, but in order to anticipate the negative impact of digital use ( Saputra & Al Siddiq, 2020 ), Schools also need to provide regular assistance to parents and teachers through parenting activities ( Smith, 2010 ; Vincent, 2017 ). Good cooperation between schools and parents impacts the easy achievement of learning objectives and school curriculum. Limitation The limitation of this study lies in determining the participant criteria that require elementary school teachers who have carried out digital literacy learning activities for at least three years. Meanwhile, not all elementary school teachers can use digital literacy-based learning, so the number of participants is still limited. The research was also only conducted on elementary school units, so it has not been carried out in junior high school and Senior High School. Conclusion The implementation of digital literacy is very important because it impacts the quality of education, the efficiency and effectiveness of school resource use, the development of school curriculum, the development of teacher competencies through digital platforms, and the development of 21st-century skills in students. To implement digital literacy properly in accordance with the school curriculum, regulations are needed that regulate the availability of adequate facilities and infrastructure, integrate technology in learning activities, and have a code of ethics that is used as learning rules for teachers and students. The researcher recommends the results of this study to elementary schools so that they can sustainably implement digital literacy and are prepared based on the curriculum according to the school’s work plan. The researcher also recommends that the government make policies on the rules for implementing digital literacy in elementary schools. In addition, The future research could be research in building the model of digital literacy-based curriculum. Data availability Figshare: ‘Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools’ Doi: 10.6084/m9.figshare.30393514 ( Aliyyah et al., 2025 ). This project contains the following underlying data: • Data sheet and Figure 1. The main themes of thematic analysis (use Nvivo 12) Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Acknowledgment The author sincerely to thank the respondents who have helped with the research. References Aliyyah RR, Rasmitadila, Fauziah SP, et al. : Digital library: Lecturers’ perceptions of facilitating learning resources in the industrial era 4.0. J. Educ. e-Learn. Res. 2024; 11 (1): 203–210. Publisher Full Text Aliyyah RR, Rasmitadila, Gunadi G, et al. : Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic. J. Educ. e-Learn. Res. 2023; 10 (2): 154–164. Publisher Full Text Aliyyah RR, Prasetyo T, Widyasari W: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools. figshare. Figure. 2025. Publisher Full Text Anney V: Ensuring the Quality of the Findings of Qualitative Research: Looking at Trustworthiness Criteria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS). 2014; 5 : 272–281. Bett HK: The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Educ. 2016; 3 (1). Publisher Full Text Braun V, Clarke V: Reflecting on reflexive thematic analysis. Qual. Res. Sport, Exerc. Health. 2019; 11 (4): 589–597. Publisher Full Text Bungin B: Post-Qualitative social research methods: Kuantitatif-Kualitatif-Mix Method. Prenadamedia Group; 2020. Chen LC: Elementary inquiry-based integrated information literacy curriculum: Theory & practice. J. Educ. Media Libr. Sci. 2018; 55 (2): 1–29. Churchill N: Development of students’ digital literacy skills through digital storytelling with mobile devices. Educ. Media Int. 2020; 57 (3): 271–284. Publisher Full Text Condie C, Pomerantz F: Elementary students’ literacy opportunities in an age of accountability and standards: Implications for teacher educators. Teach. Teach. Educ. 2020; 92 : 103058. Publisher Full Text Creswell JW, Poth CN: Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications Ltd.; 2018. Cropley A: Qualitative research methods: A practice-oriented introduction for students of psychology and education. Riga, Latvia: Zinatne; 2019. Publisher Full Text Csernoch M, Biró P: The Power in Digital Literacy and Algorithmic Skill. Procedia. Soc. Behav. Sci. 2015; 174 : 550–559. Publisher Full Text Davis SJ, Scott JA, Wohlwend KE, et al. : Bringing joy to school: Engaging K-16 learners through maker literacies and playshops. Teach. Coll. Rec. 2021; 123 (3): 1–23. Publisher Full Text Reference Source Emawati, Taufiqulloh, Fadhly FZ: Challenges and Opportunities in Implementing the Merdeka Curriculum in Language Education: A Meta-syntetic Analysis. Engl. Rev. J. Engl. Educ. 2024; 12 (2): 869–882. Reference Source Falloon G: From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educ. Technol. Res. Dev. 2020; 68 (5): 2449–2472. Publisher Full Text Fourie PJ: Normative media theory in the digital media landscape: from media ethics to ethical communication. Communicatio. 2017; 43 (2): 109–127. Publisher Full Text Galloway, Fred J, Jenkins JR: The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities. NASPA J. 2005; 42 (2): 175–187. Publisher Full Text Güneş E, Bahçivan E: A mixed research-based model for pre-service science teachers’ digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Comput. Educ. 2018; 118 : 96–106. Publisher Full Text Harvey RE, Brooks PJ: Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners. Lang. Teach. Res. 2022; 29 : 1753–1779. Publisher Full Text Hvidston D, Range B, Anderson J, et al. : An Explanation of the Supervisory Model Used by Elementary Principal Supervisors in the State of Missouri. School Leadership Review. 2019; 14 (1): 4–11. Jang M, Aavakare M, Nikou S, et al. : The impact of literacy on intention to use digital technology for learning: A comparative study of Korea and Finland. Telecommun. Policy. 2021; 45 (7): 102154. Publisher Full Text Javorský S, Horváth R: Phenomenon of Digital Literacy in Scope of European Cross-curricular Comparison. Procedia. Soc. Behav. Sci. 2014; 143 : 769–777. Publisher Full Text Jin KY, Reichert F, Cagasan LP, et al. : Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences. Comput. Educ. 2020; 157 : 103968. Publisher Full Text Kesici AE, Ceylan VK: Quality of school life in Turkey, Finland and South Korea. Int. J. Eval. Res. Educ. 2020; 9 (1): 100–108. Publisher Full Text Kim HS, Kil HJ, Shin A: An analysis of variables affecting the ICT literacy level of Korean elementary school students. Comput. Educ. 2014; 77 : 29–38. Publisher Full Text Larsson Ranada Å, Lidström H: Satisfaction with assistive technology device in relation to the service delivery process—A systematic review. Assist. Technol. 2019; 31 (2): 82–97. PubMed Abstract | Publisher Full Text Lazonder AW, Walraven A, Gijlers H, et al. : Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. Comput. Educ. 2020; 143 (July 2019): 103681. Publisher Full Text Lee KH, Koh E-H, Hong C-U, et al. : New curriculum of software education for 5-years-old children in Korea. J. Adv. Res. Dyn. Control. Syst. 2018; 10 (14): 374–381. Lincoln YS, Guba E: Naturalistic Inquiry. Thousand Oaks: SAGE; 1985; 289–331. List A: Defining digital literacy development: An examination of pre-service teachers’ beliefs. Comput. Educ. 2019; 138 : 146–158. Publisher Full Text List A, Brante EW, Klee HL: A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Comput. Educ. 2020; 148 : 103788. Publisher Full Text Luqman A, Masood A, Shahzad F, et al. : Untangling the adverse effects of late-night usage of smartphone-based SNS among University students. Behav. Inform. Technol. 2021; 40 (15): 1671–1687. Publisher Full Text Lynch I, Swartz S, Isaacs D: Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015. J. Moral Educ. 2017; 46 (2): 129–144. Publisher Full Text Maqsood S, Chiasson S: Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens. ACM Trans. Priv. Secur. 2021; 24 (4): 1–37. Publisher Full Text McGeehan C, Norris M: The Case for Mandatory Literacy Training for ElementaryEducation Principals. J. Organ. Educ. Leadersh. 2020; 6 (1): 0_1,1-28. Reference Source Ministry of Education, Culture, R. and T. of the R. of I: Digital Literacy Module in Elementary Schools.2021. Ministry of Education and Culture of the Republic of Indonesia: Decree of the minister of education, culture, riset and technology of the republic of Indonesia number 56/M/2022 concerning guidelines for curriculum implementation in learning recovery. Ministry of Education and Culture of the Republic of Indonesia; 2022. Obel-Omia CH: Developing digital literacy: Preparing next-generation elementary education literacy teachers. Advancing Next-Generation Teacher Education through Digital Tools and Applications. 2016; pp. 103–118. Publisher Full Text Park H, Kim HS, Park HW: A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy. J. Data Inf. Sci. 2021; 6 (2): 116–138. Publisher Full Text Purnama S, Ulfah M, Machali I, et al. : Does digital literacy influence students’ online risk? Evidence from Covid-19. Heliyon. 2021; 7 (6): e07406. PubMed Abstract | Publisher Full Text | Free Full Text Pyrooz DC, Decker SH, Moule RK: Criminal and Routine Activities in Online Settings: Gangs, Offenders, and the Internet. Justice Q. 2015; 32 (3): 471–499. Publisher Full Text Rahmah A: Digital Literacy Learning System for Indonesian Citizen. Procedia Comput. Sci. 2015; 72 : 94–101. Publisher Full Text Rasmitadila, Aliyyah RR, Rachmadtullah R, et al. : The perceptions of primary school teachers of online learning during the covid-19 pandemic period: A case study in Indonesia. J. Ethn. Cult. Stud. 2020; 7 (2): 90–109. Publisher Full Text Saputra M, Al Siddiq IH: Social media and digital citizenship: The urgency of digital literacy in the middle of a disrupted society Era. Int. J. Emerg. Technol. Learn. 2020; 15 (7): 156–161. Publisher Full Text Shafie H, Majid FA, Ismail IS: Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian J. Univ. Educ. 2019; 15 (3): 24–33. Publisher Full Text Siddiq F, Gochyyev P, Wilson M: Learning in Digital Networks – ICT literacy: A novel assessment of students’ 21st century skills. Comput. Educ. 2017; 109 : 11–37. Publisher Full Text Smeaton AF, Callan J: Personalisation and recommender systems in digital libraries. Int. J. Digit. Libr. 2005; 5 (4): 299–308. Publisher Full Text Smith M: Good parenting: Making a difference. Early Hum. Dev. 2010; 86 (11): 689–693. Publisher Full Text Stalans LJ, Finn MA: Understanding How the Internet Facilitates Crime and Deviance. Vict. Offenders. 2016; 11 (4): 501–508. Publisher Full Text Stratigea A, Papadopoulou CA, Panagiotopoulou M: Tools and Technologies for Planning the Development of Smart Cities. J. Urban Technol. 2015; 22 (2): 43–62. Publisher Full Text Tavares MC, Azevedo G, Marques RP, et al. : Challenges of education in the accounting profession in the Era 5.0: A systematic review. Cogent Bus. Manag. 2023; 10 (2): 30. Publisher Full Text UNESCO Institute for Statistics: A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. UNESCO Institute for Statistics; 2018. (Issue 51). Consultado em 05fev2023, 17:45. Reference Source Van Laar E, Van Deursen AJAM, Van Dijk JAGM, et al. : The relation between 21st-century skills and digital skills: A systematic literature review. Comput. Hum. Behav. 2017; 72 : 577–588. Publisher Full Text Varga K, Egervári D: Curriculum framework for the development of information literacy: Methodological issues based on hungarian experiences. Commun. Comput. Inf. Sci. 2014; 492 : 504–511. Publisher Full Text Vincent C: ‘The children have only got one education and you have to make sure it’s a good one’: parenting and parent–school relations in a neoliberal age. Gend. Educ. 2017; 29 (5): 541–557. Publisher Full Text Wilkes S, Kazakoff ER, Prescott JE, et al. : Measuring the impact of a blended learning model on early literacy growth. J. Comput. Assist. Learn. 2020; 36 (5): 595–609. Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 24 Nov 2025 ADD YOUR COMMENT Comment Author details Author details 1 Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia 2 Faculty of Educational Technology, Universitas Ibn Khaldun, Bogor, West Java, Indonesia Rusi Rusmiati Aliyyah Roles: Conceptualization, Funding Acquisition, Methodology, Validation Teguh Prasetyo Roles: Data Curation Widyasari Widyasari Roles: Conceptualization Competing interests No competing interests were disclosed. Grant information This research was funded by the Directorate of Research, Technology, and Community Service, the Directorate General of Higher Education, Research, and Technology, and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. In accordance with Master Contract Number 106/E5/PG.02.00.PL/2024 and Agreement/Contract Number: 014/SP2H/RT-MONO/LL4/2024, 801/01/K-X/VI/2024 The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (1) version 1 Published: 24 Nov 2025, 14:1299 https://doi.org/10.12688/f1000research.172273.1 Copyright © 2025 Aliyyah RR et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Aliyyah RR, Prasetyo T and Widyasari W. Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.12688/f1000research.172273.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 24 Nov 2025 Views 0 Cite How to cite this report: Nabilah S. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438325 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438325 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 21 Jan 2026 Siti Nabilah , Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.189989.r438325 This study aims to examine elementary school teachers’ perspectives on the integration of digital literacy into the curriculum as a means of improving school quality. A quasi-qualitative approach was employed, utilizing structured interviews with 48 teachers from ... Continue reading READ ALL This study aims to examine elementary school teachers’ perspectives on the integration of digital literacy into the curriculum as a means of improving school quality. A quasi-qualitative approach was employed, utilizing structured interviews with 48 teachers from 26 elementary schools. The analysis identified three key themes: the level of urgency, implementation strategies, and the positive and negative impacts of digital literacy adoption. The findings indicate that digital literacy plays a crucial role in enhancing the efficient use of resources, improving educational quality, and fostering 21st-century skills. Therefore, the study highlights the importance of the involvement of school principals and government authorities in curriculum management, infrastructure provision, and the development of supportive policies to ensure that digital literacy implementation is sustainable and aligned with the specific characteristics of each school. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Nabilah S. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438325 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438325 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah , Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia 06 Feb 2026 Author Response Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah , Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia 06 Feb 2026 Author Response Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Marmoah S. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438326 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438326 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 09 Jan 2026 Sri Marmoah , Universitas Sebelas Maret, Surakarta, Central Java, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189989.r438326 In the abstract , it is important to clarify the purpose of the study. In addition, the results presented are still too basic and have not yet been able to summarize the overall findings discussed in the paper. In the ... Continue reading READ ALL In the abstract , it is important to clarify the purpose of the study. In addition, the results presented are still too basic and have not yet been able to summarize the overall findings discussed in the paper. In the introduction , it would be better to provide a positive statement related to the topic being investigated, followed by the research gap or the main issues that create the need for further study. This section should also be supported by a clear explanation of the urgency of the research. Since many similar studies have been conducted, it is necessary to explain the novelty of this study and provide relevant literature reviews. Furthermore, I do not clearly understand whether the discussion of the Merdeka Curriculum is intended as part of the literature review or as the closing section of the introduction. If it is considered part of the literature review, then the absence of a discussion on digital literacy—which is the main focus of the study—needs to be addressed. In the methodology section, the participants’ demographic details need to be explained more thoroughly, including how the 48 teachers were selected from 26 schools. The authors also need to provide justification for how the interview questions were formulated. A detailed explanation of how the in-depth interviews were conducted should be included, such as the duration of the interviews and the medium used. In addition, clarification is needed as to why only five teachers were selected, even though participants came from seven provinces in Indonesia. In the results section, the concrete manifestations of digital literacy in elementary schools are not yet clearly visible. In the discussion section, the results need to be analyzed and compared with findings from previous studies to determine whether they support or contradict earlier research. In the conclusion , the section does not yet cover all of the findings discussed. It should be able to answer the research questions or objectives and clearly state the implications of the research that has been conducted. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Educational management, elementary school I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Marmoah S. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438326 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438326 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Burmansah B. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438333 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438333 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 02 Jan 2026 Burmansah Burmansah , STIAB Jinarakkhita Lampung, Lampung, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189989.r438333 The article provides valuable insights into teachers' perspectives on implementing digital literacy in Indonesian elementary schools. Its strengths include the relevance of the topic, thematic depth, and qualitative richness through direct quotes. However, it could benefit from clearer definitions and ... Continue reading READ ALL The article provides valuable insights into teachers' perspectives on implementing digital literacy in Indonesian elementary schools. Its strengths include the relevance of the topic, thematic depth, and qualitative richness through direct quotes. However, it could benefit from clearer definitions and context regarding digital literacy. The discussion needs stronger integration of existing literature and a more transparent acknowledgment of the study's limitations. Additionally, the conclusion should offer specific, actionable recommendations for schools and policymakers, as well as suggestions for future research. Addressing these areas would enhance the article's rigor and contribution to the field of education significantly. Introduction Section: 1. To enhance the thematic depth and overall quality of the article, the authors should clarify the objectives of each theme in the introduction, articulating their significance in improving digital literacy in education. Expanding the thematic analysis with comprehensive insights and direct quotes from participants will create richer narratives. Incorporating relevant literature that contextualizes each theme can strengthen the argument and connect the study to existing research. Highlighting interconnections between themes can provide a nuanced understanding, while acknowledging counterarguments will present a balanced view. Practical recommendations for schools and policymakers based on findings will enhance applicability, and concluding with the implications of these themes will reinforce the study's relevance. 2. Enhance the introduction with clearer definitions and context about digital literacy. The introduction lacks a comprehensive definition of digital literacy. Authors should provide a clearer explanation of its key components and significance within the educational context. This enhancement will ensure readers understand its relevance to both teachers and students. 3. The study highlights the pressing need for digital literacy in education to prepare students for the demands of the 21st century. It emphasizes that enhancing digital skills is essential for improving the overall quality of education. Discuss its key components and relevance in education. Use clear, accessible language that establishes why digital literacy is crucial for elementary education. Methodology Section: 1. The quasi-qualitative design seems appropriate for understanding teachers' perceptions. However, there could be more rigor in how participants were selected. Expand the rationale for the purposive sampling method and discuss its limitations alongside its advantages. Consider specifying why these provinces were chosen. 2. The methodology section gives a good overview, but the specifics of thematic analysis need more elaboration. Include detailed steps of how thematic analysis was conducted, such as coding procedures and how themes were derived. An example of codes and themes would enhance clarity and allow replication. Results Section: 1. Look for areas summarizing the three main themes without sufficient clarity or detail. Revise to clearly label and define each theme and subtheme. Provide concise descriptions and direct quotes from participants that illustrate these themes effectively. 2. Ensure that tables and figures, such as "Figure 1," are referenced appropriately and clearly explained. Revise to include a brief description of what the figure shows and how it relates to the themes discussed. Ensure all visual data is easily interpretable. 3. Look for sections that present demographic data (e.g., Table 1) but lack explanation of its relevance. Include a discussion on how the demographic characteristics of participants may influence their perspectives on digital literacy, enhancing the context of the findings. Discussion Section: 1. Instances where findings are presented without sufficient connection to existing literature. Revise by explicitly referencing previous studies that support or contrast with the findings. This will contextualize the results within the broader educational landscape. 2. Look for sections discussing themes in isolation without exploring their interrelatedness. Revise to discuss how the urgency, strategies, and impacts of digital literacy are interconnected. Use transitions between themes to illustrate their relationships effectively. 3. Discussions that do not adequately address the limitations of the study. Include a dedicated subsection that acknowledges the limitations (such as sample size or geographic focus). Acknowledging these will enhance credibility and provide transparency. 4. The discussion may lack a section on implications for future research. Conclude the discussion with specific suggestions for future studies, such as exploring digital literacy implementation in junior high schools or assessing long-term impacts on student outcomes. Conclusion Section: The conclusion effectively summarizes the importance of digital literacy for enhancing education quality and fostering 21st-century skills. However, it could strengthen its impact by explicitly connecting the main themes: urgency, strategies, and impacts to the findings. Offering specific recommendations for schools and policymakers would enhance applicability. Additionally, acknowledging limitations discussed earlier would improve transparency and understanding of the research context. Including suggestions for future research avenues, such as examining long-term impacts on student outcomes, would provide further depth. An impactful closing statement emphasizing the transformative potential of digital literacy in education could leave a lasting impression on readers. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: I am a researcher and lecturer specializing in educational sciences, learning, and teaching, particularly in the fields of educational management and leadership. My work focuses on advancing effective learning and teaching practices within educational institutions. In addition, I am a practitioner of mindfulness in education, with research interests in mindful leadership, and educational management in Buddhist institutions. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Burmansah B. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438333 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438333 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Sofiawati ET. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438334 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438334 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 31 Dec 2025 Esmi Tsalsa Sofiawati , STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.189989.r438334 The article is clearly written and well structured. The study design, methodology, and analysis are appropriate and sufficiently detailed to ensure replicability. Statistical analysis is correctly applied and interpreted. The conclusions are well supported by the results, and the study ... Continue reading READ ALL The article is clearly written and well structured. The study design, methodology, and analysis are appropriate and sufficiently detailed to ensure replicability. Statistical analysis is correctly applied and interpreted. The conclusions are well supported by the results, and the study makes a relevant and meaningful contribution to the field and existing literature. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Education, elementary education, digital literacy I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Sofiawati ET. Reviewer Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438334 ) The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438334 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah , Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia 06 Feb 2026 Author Response Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah , Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia 06 Feb 2026 Author Response Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 24 Nov 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 4 Version 1 24 Nov 25 read read read read Esmi Tsalsa Sofiawati , STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia Burmansah Burmansah , STIAB Jinarakkhita Lampung, Lampung, Indonesia Sri Marmoah , Universitas Sebelas Maret, Surakarta, Indonesia Siti Nabilah , Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Nabilah S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 21 Jan 2026 | for Version 1 Siti Nabilah , Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia 0 Views copyright © 2026 Nabilah S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This study aims to examine elementary school teachers’ perspectives on the integration of digital literacy into the curriculum as a means of improving school quality. A quasi-qualitative approach was employed, utilizing structured interviews with 48 teachers from 26 elementary schools. The analysis identified three key themes: the level of urgency, implementation strategies, and the positive and negative impacts of digital literacy adoption. The findings indicate that digital literacy plays a crucial role in enhancing the efficient use of resources, improving educational quality, and fostering 21st-century skills. Therefore, the study highlights the importance of the involvement of school principals and government authorities in curriculum management, infrastructure provision, and the development of supportive policies to ensure that digital literacy implementation is sustainable and aligned with the specific characteristics of each school. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. View more View less Competing Interests Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. reply Respond Report a concern Nabilah S. Peer Review Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438325) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438325 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Marmoah S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 09 Jan 2026 | for Version 1 Sri Marmoah , Universitas Sebelas Maret, Surakarta, Central Java, Indonesia 0 Views copyright © 2026 Marmoah S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions In the abstract , it is important to clarify the purpose of the study. In addition, the results presented are still too basic and have not yet been able to summarize the overall findings discussed in the paper. In the introduction , it would be better to provide a positive statement related to the topic being investigated, followed by the research gap or the main issues that create the need for further study. This section should also be supported by a clear explanation of the urgency of the research. Since many similar studies have been conducted, it is necessary to explain the novelty of this study and provide relevant literature reviews. Furthermore, I do not clearly understand whether the discussion of the Merdeka Curriculum is intended as part of the literature review or as the closing section of the introduction. If it is considered part of the literature review, then the absence of a discussion on digital literacy—which is the main focus of the study—needs to be addressed. In the methodology section, the participants’ demographic details need to be explained more thoroughly, including how the 48 teachers were selected from 26 schools. The authors also need to provide justification for how the interview questions were formulated. A detailed explanation of how the in-depth interviews were conducted should be included, such as the duration of the interviews and the medium used. In addition, clarification is needed as to why only five teachers were selected, even though participants came from seven provinces in Indonesia. In the results section, the concrete manifestations of digital literacy in elementary schools are not yet clearly visible. In the discussion section, the results need to be analyzed and compared with findings from previous studies to determine whether they support or contradict earlier research. In the conclusion , the section does not yet cover all of the findings discussed. It should be able to answer the research questions or objectives and clearly state the implications of the research that has been conducted. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Educational management, elementary school I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Marmoah S. Peer Review Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438326) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438326 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Burmansah B. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 02 Jan 2026 | for Version 1 Burmansah Burmansah , STIAB Jinarakkhita Lampung, Lampung, Indonesia 0 Views copyright © 2026 Burmansah B. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The article provides valuable insights into teachers' perspectives on implementing digital literacy in Indonesian elementary schools. Its strengths include the relevance of the topic, thematic depth, and qualitative richness through direct quotes. However, it could benefit from clearer definitions and context regarding digital literacy. The discussion needs stronger integration of existing literature and a more transparent acknowledgment of the study's limitations. Additionally, the conclusion should offer specific, actionable recommendations for schools and policymakers, as well as suggestions for future research. Addressing these areas would enhance the article's rigor and contribution to the field of education significantly. Introduction Section: 1. To enhance the thematic depth and overall quality of the article, the authors should clarify the objectives of each theme in the introduction, articulating their significance in improving digital literacy in education. Expanding the thematic analysis with comprehensive insights and direct quotes from participants will create richer narratives. Incorporating relevant literature that contextualizes each theme can strengthen the argument and connect the study to existing research. Highlighting interconnections between themes can provide a nuanced understanding, while acknowledging counterarguments will present a balanced view. Practical recommendations for schools and policymakers based on findings will enhance applicability, and concluding with the implications of these themes will reinforce the study's relevance. 2. Enhance the introduction with clearer definitions and context about digital literacy. The introduction lacks a comprehensive definition of digital literacy. Authors should provide a clearer explanation of its key components and significance within the educational context. This enhancement will ensure readers understand its relevance to both teachers and students. 3. The study highlights the pressing need for digital literacy in education to prepare students for the demands of the 21st century. It emphasizes that enhancing digital skills is essential for improving the overall quality of education. Discuss its key components and relevance in education. Use clear, accessible language that establishes why digital literacy is crucial for elementary education. Methodology Section: 1. The quasi-qualitative design seems appropriate for understanding teachers' perceptions. However, there could be more rigor in how participants were selected. Expand the rationale for the purposive sampling method and discuss its limitations alongside its advantages. Consider specifying why these provinces were chosen. 2. The methodology section gives a good overview, but the specifics of thematic analysis need more elaboration. Include detailed steps of how thematic analysis was conducted, such as coding procedures and how themes were derived. An example of codes and themes would enhance clarity and allow replication. Results Section: 1. Look for areas summarizing the three main themes without sufficient clarity or detail. Revise to clearly label and define each theme and subtheme. Provide concise descriptions and direct quotes from participants that illustrate these themes effectively. 2. Ensure that tables and figures, such as "Figure 1," are referenced appropriately and clearly explained. Revise to include a brief description of what the figure shows and how it relates to the themes discussed. Ensure all visual data is easily interpretable. 3. Look for sections that present demographic data (e.g., Table 1) but lack explanation of its relevance. Include a discussion on how the demographic characteristics of participants may influence their perspectives on digital literacy, enhancing the context of the findings. Discussion Section: 1. Instances where findings are presented without sufficient connection to existing literature. Revise by explicitly referencing previous studies that support or contrast with the findings. This will contextualize the results within the broader educational landscape. 2. Look for sections discussing themes in isolation without exploring their interrelatedness. Revise to discuss how the urgency, strategies, and impacts of digital literacy are interconnected. Use transitions between themes to illustrate their relationships effectively. 3. Discussions that do not adequately address the limitations of the study. Include a dedicated subsection that acknowledges the limitations (such as sample size or geographic focus). Acknowledging these will enhance credibility and provide transparency. 4. The discussion may lack a section on implications for future research. Conclude the discussion with specific suggestions for future studies, such as exploring digital literacy implementation in junior high schools or assessing long-term impacts on student outcomes. Conclusion Section: The conclusion effectively summarizes the importance of digital literacy for enhancing education quality and fostering 21st-century skills. However, it could strengthen its impact by explicitly connecting the main themes: urgency, strategies, and impacts to the findings. Offering specific recommendations for schools and policymakers would enhance applicability. Additionally, acknowledging limitations discussed earlier would improve transparency and understanding of the research context. Including suggestions for future research avenues, such as examining long-term impacts on student outcomes, would provide further depth. An impactful closing statement emphasizing the transformative potential of digital literacy in education could leave a lasting impression on readers. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise I am a researcher and lecturer specializing in educational sciences, learning, and teaching, particularly in the fields of educational management and leadership. My work focuses on advancing effective learning and teaching practices within educational institutions. In addition, I am a practitioner of mindfulness in education, with research interests in mindful leadership, and educational management in Buddhist institutions. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Burmansah B. Peer Review Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438333) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438333 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Sofiawati E. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Dec 2025 | for Version 1 Esmi Tsalsa Sofiawati , STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia 0 Views copyright © 2026 Sofiawati E. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The article is clearly written and well structured. The study design, methodology, and analysis are appropriate and sufficiently detailed to ensure replicability. Statistical analysis is correctly applied and interpreted. The conclusions are well supported by the results, and the study makes a relevant and meaningful contribution to the field and existing literature. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Education, elementary education, digital literacy I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 06 Feb 2026 Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. View more View less Competing Interests Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. reply Respond Report a concern Sofiawati ET. Peer Review Report For: Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 1; peer review: 2 approved, 2 approved with reservations] . F1000Research 2025, 14 :1299 ( https://doi.org/10.5256/f1000research.189989.r438334) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1299/v1#referee-response-438334 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with F1000Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "Perspectives of Teachers on Digital Literacy...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://f1000research.com/articles/14-1299/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://f1000research.com/articles/14-1299/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://f1000research.com/articles/14-1299/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Aliyyah RR et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://f1000research.com/articles/14-1299/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://f1000research.com/articles/14-1299", templates : { twitter : "Perspectives of Teachers on Digital Literacy Implementation Curriculum.... Aliyyah RR et al., published by " + "@F1000Research" + ", https://f1000research.com/articles/14-1299/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/172273/189989") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "189989"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "438326": 15, "435894": 0, "438327": 0, "435895": 0, "435893": 0, "438325": 9, "435902": 0, "438334": 16, "438332": 0, "435900": 0, "438333": 33, "435901": 0, "438330": 0, "435898": 0, "438331": 0, "435899": 0, "438328": 0, "435896": 0, "438329": 0, "435897": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "bb619471-c3de-49ea-b829-76b52716bc93"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); An innovative open access publishing platform offering rapid publication and open peer review, whilst supporting data deposition and sharing. Browse Gateways Collections How it Works Contact For Developers Cookie Notice Privacy Notice RSS Submit Your Research Follow us © 2012-2026 F1000 Research Ltd. ISSN 2046-1402 | Legal | Partner of Research4Life • CrossRef • ORCID • FAIRSharing R.templateTests.simpleTemplate = R.template(' $text $text $text $text $text '); R.templateTests.runTests(); var F1000platform = new F1000.Platform({ name: "f1000research", displayName: "F1000Research", hostName: "f1000research.com", id: "1", editorialEmail: "[email protected]", infoEmail: "[email protected]", usePmcStats: true }); $(function(){R.ui.dropdowns('.dropdown-for-authors, .dropdown-for-about, .dropdown-for-myresearch');}); // $(function(){R.ui.dropdowns('.dropdown-for-referees');}); $(document).ready(function () { if ($(".cookie-warning").is(":visible")) { $(".sticky").css("margin-bottom", "35px"); $(".devices").addClass("devices-and-cookie-warning"); } $(".cookie-warning .close-button").click(function (e) { $(".devices").removeClass("devices-and-cookie-warning"); $(".sticky").css("margin-bottom", "0"); }); $("#tweeter-feed .tweet-message").each(function (i, message) { var self = $(message); self.html(linkify(self.html())); }); $(".partner").on("mouseenter mouseleave", function() { $(this).find(".gray-scale, .colour").toggleClass("is-hidden"); }); }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); });