The COVID-19 pandemic led to a global shift towards online teaching and learning
including Afghanistan where English as a Foreign Language (EFL) teachers and students faced
challenges in adapting to new online mode of education. Limited access to technology and
internet connectivity was a significant obstacle, with many lacking the necessary devices and
unstable connections for effective online teaching and learning. Language barriers and technical
skills also posed challenges, as EFL teachers and students struggled with navigating online
platforms and communicating effectively in English. For this aim, the present study examined
the Afghan EFL teachers and learners’ perception of digital literacy in terms of the challenges
and prospects in the context. Hence, the researcher developed two sets of questionnaires one for
teachers and one for the students through surveying the existing literature. The questionnaire
developed in this way was sent through an online platform to both EFL teachers and students in
state and private universities and institutions in Afghanistan. Overall, a body of 201 teachers and
238 students answered the questionnaires. The analysis of the results showed that in spite of
some challenges teachers had a positive attitude toward digital literacy during COVID-19. The
results also showed that in the absence of systematic digital literacy supports, Afghan EFL
teachers had some pre-knowledge of digital literacy and the ability to apply it to their practice.
The study also highlighted a considerable gap between the teachers and students regarding their
knowledge and perception of digital literacy. In sum, the study suggests that investing in
infrastructure, providing professional development for teachers, fostering collaboration
networks, and integrating digital learning into the curriculum can help create a more inclusive
and effective digital learning environment for EFL education in Afghanistan.