Exploring Algerian Teachers’ Digital Literacy under the CBA: Case of EFL Secondary School Teachers

Teachers’ digital literacy has become a sine qua non in today’s educational landscape. However, the research on this critical skill remains relatively scarce, particularly considering the growing recognition of context’s pivotal role in shaping competencies. Besides, the existing body of literature highlights a concerning deficiency in integrating Information and Communication Technology (ICT) within English as a Foreign Language (EFL) classrooms under the Competency-Based Approach (CBA). This study aims to explore EFL secondary school teachers’ digital literacy in the Algerian context, namely under the CBA. Using a mixed methods design and random clustered sampling, thirty-nine secondary school EFL teachers participated in this study. They filled out a questionnaire adapted from the DigCompEdu framework and partook in semi-structured interviews. Data analysis involved SPSS V22 for quantitative aspects and thematic analysis for qualitative insights. The results reveal a noticeable discrepancy between teachers’ overall digital literacy and their digital literacy within the CBA. This disparity is explained by the outdated curriculum which places minimal emphasis on digital competencies. Moreover, the numerous challenges that surround the CBA in the Algerian classroom undermine teachers’ development of their digital literacy. However, the study underlines the significance of project work as the optimum CBA component that motivates teachers to enhance their digital skills. Practical seminars and special digital literacy programs along with continuous updates to EFL curricula are needed to aid teachers in coping with the exponential evolution of technology within the education realm.