In an era dominated by technology, digital literacy has become necessary skill,
defining one’s ability to effectively navigate and utilize various technological
tools. However, not everyone, particularly junior high school students, has equal
access to or proficiency in the digital realm. This is particularly evident in the
Philippines, where a sizable proportion of students have difficulty accessing
digital devices and the internet, demonstrating a clear digital gap. This study
aimed to determine the level of digital literacy self-efficacy among respondents.
The researcher conducted descriptive research which involved a survey to 327
ALS junior high school learners from the 10 districts in DepEd Cagayan de Oro
City division. The findings showed that most respondents were female, with the
highest frequency in the age range of 16-24 years old. Majority had a family
economic status of less than P9,999, and a significant proportion had limited
access to online learning and digital resources. The study also found that the
respondents had a moderate level of digital literacy self-efficacy in collaboration,
emotional management, information management, and awareness in digital
contexts. Furthermore, there was no significant difference in digital literacy selfefficacy among respondents when grouped according to their demographic
profile. In conclusion, this study underscores the pressing digital disparities faced
by junior high school students in the division, particularly within the ALS context,
revealing challenges in access to technology and online resources.