<![CDATA[General Background: Digital skills are increasingly required for teachers to create interactive, creative, and joyful learning. Specific Background: At SDN Kenongo 1, teachers have implemented digital learning, although differences in digital competence and technological resources remain. Knowledge Gap: Limited digital skills, unstable internet access, device availability, and preparation time present challenges to consistent digital integration. Aims: This study analyzes teachers’ professional competence in digital skills for Joyful learning and identifies implementation barriers. Results: A qualitative phenomenological study found that 100% of teachers prepared learning modules aligned with teaching materials, while 75% implemented learning according to their modules. Novelty: The study describes the combination of teacher digital competence, school support, varied digital media, and active student participation in Joyful learning. Implications: Structured training and sustained learning-community mentoring are recommended to support more equitable digital competence development in elementary schools. Key Findings Highlights Teachers demonstrated different levels of digital competence in classroom technology integration. Interactive media supported active, collaborative, and enjoyable student learning experiences. School support and continuous mentoring were needed to address implementation barriers. Keywords : Digital Skills, Joyful Learning, Teacher Professional Competence, Digital Learning, Elementary Education]]>
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