<![CDATA[Digital literacy training is a strategic effort to improve the teaching competencies of elementary school teachers. This study aims to analyze the effectiveness of digital literacy training in enhancing teachers’ teaching competencies, identify the skills that have improved, and examine the supporting and inhibiting factors affecting the success of the training. The study employed a Systematic Literature Review (SLR) approach using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to analyze articles published between 2020 and 2025. The findings indicate that digital literacy training is effective in improving teachers’ competencies, particularly in integrating technology into teaching, developing interactive learning media, managing digital classrooms, and implementing learning strategies that meet students’ needs. The training also enhances teachers’ confidence in utilizing technology. Supporting factors include institutional policies and culture, adequate technological infrastructure, relevant training materials, as well as collaboration and mentoring. Meanwhile, the identified barriers include inadequate infrastructure, disparities in teachers’ digital skills, limited time, and insufficient post-training support. Needs-based and continuous training is more effective than short-term training. Therefore, digital literacy training should be developed continuously and contextually to support the improvement of the quality of primary education in the digital era.]]>
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