iranian undergraduate efl learners' digital literacy: challenges and suggestions for remedy

This study theoretically reconceptualizes digital literacy as a multidimensional construct (digital competencies, digital literacy, and technology perception) to examine iranian undergraduate efl learners' proficiency levels, gender differences, academic variations, and implementation challenges. using a mixed-methods approach with stratified purposeful sampling, 48 participants (24 freshmen, 24 seniors; balanced by gender) were recruited from islamic azad university, najafabad branch. data were collected via a culturally adapted digital literacy questionnaire and semi-structured interviews, analyzed through descriptive statistics, t-tests, and thematic analysis. results revealed above-average proficiency in typing, web search, and digital literacy (m = 3.31–4.00), with female learners significantly outperforming males in web search (t = 2.589, p = .013), computer literacy (t = 2.176, p = .035), and internet literacy (t = 3.077, p = .004). no significant differences emerged between freshmen and seniors. qualitative analysis identified four core challenges: inconsistent resource quality, insufficient training, platform complexity, and information overload. critically, the study highlights socioeconomic inequities underlying digital divides, including resource distribution disparities and teacher training gaps, advocating for institutional policy reforms beyond technical solutions. the study recommends integrated digital literacy curricula, gender-responsive pedagogies, and infrastructure investments to enhance technology integration in iranian efl contexts.