This study aims to investigate the challenges, efforts, and demands faced by Korean elementary school teachers responsible for lower-grade students in developing digital literacy skills during the COVID-19 pandemic in the context of remote education. It also aims to provide support strategies to enhance teachers’ digital literacy. Through a comprehensive analysis, the study identified five components of teachers’ digital literacy: (a) understanding and utilizing technology tools and digital media; (b) exploring and managing information and data; (c) digital ethics and safety; (d) relationship building; and (e) teaching and evaluation. A semi-structured interview methodology was then employed to uncover the challenges, efforts, and demands experienced by teachers regarding their digital literacy. The study’s findings are categorized based on the components of teachers' digital literacy and lead to four recommendations for enhancing their digital literacy. First, creating a supportive infrastructure and environment that encourages teachers to prioritize their digital literacy improvement is crucial. Second, providing diverse training programs, manuals, and tailored guidelines for each component of digital literacy is essential. Third, fostering collaborative support networks among teachers, both online and offline, to facilitate information and resource sharing is vital. Lastly, considering a long-term perspective, integrating digital literacy-related content into the curriculum for pre-service teacher preparation is recommended
Hyowon Park (Thu,) studied this question.