<![CDATA[This research investigates the awareness of Islamic senor high school (madrasah aliyah) English teachers in South Sumatera, Indonesia, on employing digital literacy in teaching HOTS-based English classes and the challenges they experienced in this process. The mixed-methods approach was used in this study. A Likert scale questionnaire was distributed to 100 English teachers of madrasah aliyah to gather quantitative data on teachers’ awareness. Meanwhile, interviews were conducted to explore the teachers’ challenges. The analysis using descriptive statistics shows that the teachers were aware of employing digital literacy in teaching HOTS-based English classes. Finally, the result of the thematic analysis of the qualitative data from the interviews reveals that the teachers face five challenges in implementing digital literacy to develop HOTS-based English classes, i.e., organizing time in managing HOTS-based learning with digital literacy, lack of appropriate digital materials for a certain level of students, choosing specific applications used to facilitate HOTS-based learning activities, lack of students’ English performance, and technical matters. These findings highlight the need for enhanced teacher training, better access to digital resources, and improved technological infrastructure to support HOTS-based learning. Finally, strengthening digital literacy skills and providing contextually relevant teaching materials can help maximize the effectiveness of digital integration in English class.]]>
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