Digital Literacy in Practice: A Holistic Study of EFL Teachers’ Competencies in Ternate City High Schools

This study intends to examine the digital literacy of EFL teachers in senior high schools in Ternate City, concentrating on the essential elements of digital competencies, ethics, safety, and culture. The study adopts a descriptive quantitative design, employing surveys to gather data from 23 EFL teachers. The study examines teachers' competence in fundamental digital activities, awareness of ethical and safety issues in digital contexts, and sensitivity to cultural matters in online interactions. The findings prove that although teacher possess basic digital skills, there is significant heterogeneity in their performance with advanced activities, including secure data storage and effective digital communication. The teachers clearly understand digital ethics and safety protocols; deficiencies exist in personal data management and privacy protection. Teachers showed a profound comprehension of digital culture, prioritizing cultural inclusion and sensitivity. The present research significantly identifies specific deficiencies in digital literacy among EFL teachers in Indonesia, especially in remote regions. These findings highlight the necessity for contextually relevant professional development programs to tackle particular geographical concerns. This research enhances the existing knowledge on digital literacy in education, providing significant insights for advancing EFL teaching methodologies in Indonesia and globally.