Digital Interactive Boards to Enhance Science Learning in Elementary Schools

Recent national initiatives in Indonesia to strengthen digital transformation in primary education have increased the adoption of Digital Interactive Boards (DIBs) in schools, particularly in elementary science learning.These technologies offer opportunities to enhance students' conceptual understanding through interactive visualizations, simulations, and multimodal instructional approaches; however, their effective use is influenced by systemic factors such as infrastructure readiness, teacher digital competence, school governance, and digital inclusion.This study examines the potential of Digital Interactive Boards to support elementary science learning and identifies the conditions required for their effective and equitable integration.Using a conceptual, literature-based approach, the study synthesizes research on educational technology, inquiry-based science learning, digital inclusion, and school governance.The analysis indicates that DIBs can strengthen inquirybased instruction, student engagement, and conceptual understanding when supported by appropriate pedagogical design and adequate digital readiness.The findings further show that the impact of DIBs depends on the alignment of teacher competence, infrastructure stability, equitable access, leadership support, and continuous professional development.This study contributes a conceptual framework that integrates these factors and provides a theoretical foundation to guide future empirical research and inform school-level digital innovation in elementary science education.