<![CDATA[Low and unevenly distributed digital literacy in remote areas remains a challenge in achieving Sustainable Development Goal (SDG) 4 on quality education. This study aimed to map the condition of digital literacy among teachers and students and formulate policy directions to accelerate SDG 4 in the underdeveloped, frontier, and outermost (3T) region of Nunukan Regency, North Kalimantan. An explanatory sequential mixed-methods design was applied, involving 120 respondents consisting of 40 teachers and 80 primary and secondary school students selected purposively, along with 10 key informants for in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically, followed by integration of both findings. The results showed an overall digital literacy mean score of 2.80 out of 5, categorized as moderate but unevenly distributed. Application-use ability achieved the highest score (3.32), while content creation (2.55) and policy support (2.32) were the lowest. Digital literacy levels decreased due to poor connectivity, limited device availability, and remote locations. The findings indicate that improving digital literacy requires integrated, area-based policies through offline-accessible resources, device support, continuous training with mentoring, and evaluation based on actual learning improvements.]]>
Copyrights © 2026
