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This study investigates the perspectives of junior high school teachers in Palopo regarding the implementation of digital literacy in English as a Foreign Language (EFL) classrooms. The purpose of this research was to gain insights into the challenges, strategies, and key factors that shape the integration of digital literacy in EFL instruction. This study used qualitative research design along with a phenomenology study. The research was conducted at three selected schools: MTsN Palopo, SMPN 4 Palopo, and SMPN 8 Palopo. Among eight English teachers, four of these educators were further engaged in in-depth interviews to extract richer and more nuanced perspectives. Multiple data collection methods were employed, including observation, interview, questionnaire, and documentation. The researcher herself served as the primary instrument, supported by interview guidelines, a notebook, smartphone, recorder, and internet connectivity. Data collection was facilitated through online forms using Google Forms and WhatsApp chat, allowing for efficient and comprehensive data. The study's data analysis technique employed thematic analysis, seeking to uncover recurring themes and patterns within the teachers' perspectives. The study revealed several key findings. First, successful digital literacy implementation hinged on effective curriculum design and the availability of digital resources. Second, teachers' attitudes towards digital literacy were influenced by their own beliefs and those of their students. Additionally, professional development, administrative support, and resource availability played pivotal roles in shaping teachers' attitudes. Third, teachers encountered challenges in digital literacy use, including limited technology access, time constraints, diverse student needs, content relevance, and the need for a pedagogical shift. Finally, teachers employed various strategies to overcome these challenges, such as fostering collaboration and peer support, enhancing student engagement and motivation, and parents’ involvement.

Teachers’ perspective; implementation; digital literacy; EFL classroom.