Introduction: The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children. Methods: This article is a systematic review that collects data from relevant indexed journals. Results: The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students' to be involved in learning activities. Conclusions: The application of socio-cultural learning helps students in learn about their own culture, which can develop students' character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.