Teachers must carry out innovation and learning reform to face digital transformation. Teachers must be able to find the right formula for preparing effective learning plans that suit the needs of students to meet the challenges of the 21st century. This research explores how primary teachers' understanding of the design and subsequent use of digital tools in their scientific instruction develops as they participate in digital didactic design (DDD). How elementary teachers might increase their expertise of teaching using digital technology is the topic of the study. The method of this article is the systematic literature review, using literature reviews from various sources, both journals, books, and other supporting sources. The findings show that DDD has the potential to foster profound learning experiences by providing a framework that invites educators and researchers to research, investigate, and evaluate the actual designs that are being used in classrooms, where teachers are actively involved in the design process. A new way of thinking about planning, carrying out, and commenting on teaching and learning is provided by DDD. Our empirical research's findings support the use of educational technology in learning expeditions as an effort to shift away from conventional course-based learning.