<![CDATA[The development of digital technology in education requires teachers to possess digital literacy competencies that support innovative, contextual, and culturally responsive learning. However, the integration of technology into learning practices still faces challenges, particularly in combining technological advancement with pedagogical approaches that consider students’ cultural backgrounds and learning needs. This study aims to analyze teachers’ responses toward digital literacy in the implementation of the Inquiry Model integrated with Culturally Responsive Teaching (I-CRT) assisted by Artificial Intelligence (AI) in elementary school learning. This study employed a quantitative approach with a descriptive research design. The research subjects involved elementary school teachers teaching at the upper grade level. Data were collected through a digital literacy questionnaire developed based on indicators of teachers’ digital literacy competencies. The research instrument was examined through validity and reliability testing, while the collected data were analyzed using descriptive statistics to describe the level of teachers’ digital literacy. The results showed that teachers’ responses toward digital literacy in the implementation of the AI-assisted I-CRT model were categorized as good. These findings indicate that teachers’ digital literacy has developed multidimensionally, particularly in utilizing technology, managing digital information, and applying technology to support contextual learning.]]>
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