Abstract
The purpose of this study was to explore the influence of digital literacy capabilities and instructional adjustment, key factors in teachers' professional competency, within educational settings. A survey was conducted targeting teachers in the A region, and after excluding insincere responses, the results from 117 participants were analyzed. The analysis utilized SPSS 20.0 for frequency analysis, descriptive statistics, and correlation assessment. The results indicated a positive correlation between teachers' digital literacy capabilities and their proficiency in instructional adjustment, especially highlighting the relationship between 'general technology knowledge' and 'instructional content'. A notable difference in digital literacy capabilities emerged according to the teachers' professional experience, with younger teachers exhibiting higher adaptability to technology. This study provides essential insights for the development of education methodologies and teacher training programs suitable for the digital age. Moreover, it contributes significantly to understanding the changing roles and teaching methods of teachers in the digital era.
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