Niloofar Heidari - Tabaran Institute of Higher Education
Mona Tabatabaee-Yazdi - Tabaran Institute of Higher Education

Since technology is now an increasingly important element of educational and professional contexts, students' and teachers' ability to use technological innovations has now become extremely vital if they are to be well-prepared future productive members of society in the ۲۱st century. Even though women's involvement rates have increased significantly in recent years, it has been found that advantages to accessibility, application, and participation in technologically-oriented tasks that help the improvement of digital literacy abilities are distributed unequally between genders. Therefore, the focus of this research was to look into the digital literacy skills of Iranian EFL teachers and students to see if there were any significant differences between them concerning their genders. A total of ۱۵۰ Iranian EFL teachers and ۱۷۵ Iranian EFL students were selected to take part in the research. Individuals' three fundamental ۲۱st-century digital abilities, Information Literacy (IL), Media Literacy (ML), and Information and Communication Technology Literacy (ICTL), were evaluated using a ۱۸۱-item standardized test developed and validated by Khlaisang and Koraneekij (۲۰۱۹). A t-test was used to determine the differences. The findings demonstrated that there was not any significant difference in digital literacy scores between genders in both groups. These findings can be used as a guide for educational planners and decision-makers to provide equal access, use, and involvement in technology-related activities for both genders.

Digital literacy; EFL teachers; EFL students; Gender