<![CDATA[Indonesia's rapid digital transformation demands that teachers develop strong digital literacy competencies. However, persistent gaps, particularly in data literacy, applied technical problem-solving, and digital content creation, have not been fully addressed by existing training programs. The emergence of AI in education further increases competency demands that are not widely accommodated by current teacher professional development initiatives. This community service article reports on a two-session online digital literacy training involving 137 teachers from elementary, junior high, senior high, and vocational high schools across 26 provinces in Indonesia. The training was designed based on the UNESCO Global Framework of Reference on Digital Literacy Skills and expanded upon by the UNESCO AI Competency Framework for Teachers. Outcomes were measured through a post-training self-assessment survey, and findings indicate that participants reported high to very high digital literacy self-efficacy after the training. Ethics and Security emerged as the strongest dimensions, while data literacy remained the weakest area, reflecting the difficulty of building critical information-evaluation skills through short-term interventions. Applied technical problem-solving and digital content integration were also identified as follow-up priorities. This training confirms that online professional development grounded in a global framework is a measurable strategy for building teachers' digital literacy nationally.]]>
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