The structural dimensions of digital communication competence in primary school students

Abstract

This article examines digital communication in primary education as a key component of contemporary pedagogy that supports the development of twenty-first-century competencies and learners’ adaptability. Drawing on the theories of multimedia learning and cognitive load, it highlights how the integration of text, images, animations, and sound enhances comprehension and optimizes cognitive processing. A case study on fourth-grade geography demonstrates the educational value of interactive maps, 3D visualizations, and simulations in promoting inquiry-based learning and spatial reasoning. The findings emphasize that the successful integration of digital communication depends on effective instructional design, continuous teacher professional development, and a balanced combination of traditional and digital teaching methods.