A systematic review of Iranian EFL teachers’ digital competence

In contemporary educational paradigms, there exists a growing expectation for educators to demonstrate competence in digital competencies. Consequently, this study undertook a systematic inquiry into the digital prowess of Iranian English as a Foreign Language (EFL) teachers. Through a rigorous examination, this study endeavors to illuminate the digital acumen of both pre-service and in-service EFL instructors in Iran. The resultant findings not only contribute to the understanding of Iranian EFL teachers digital competence but also offer valuable insights for curriculum developers and pedagogical trainers, facilitating a more nuanced comprehension of their utilization of digital tools in instructional settings.