This study examined the digital literacy skills and utilisation of digital resources among primary school teachers in Jigawa State, Nigeria. Specifically, it assessed teachers’ digital literacy skills, identified the digital resources available for teaching, determined the extent of their utilisation, and identified the challenges hindering effective use. The study adopted a quantitative approach and cross-sectional survey design. The population comprised 2,912 primary school teachers, from which a sample of 334 respondents was determined using the Taro Yamane formula. A multistage sampling technique was employed to select respondents from primary schools across the 27 Local Government Areas of Jigawa State. Data were collected using a structured questionnaire and analysed using SPSS Version 27.0. Frequencies, percentages, means, and standard deviations were used to answer the research questions, while Pearson Product-Moment Correlation and One-Way Analysis of Variance (ANOVA) tested the hypotheses at the 0.05 significance level. The findings revealed that teachers demonstrated generally low digital literacy skills, particularly in digital content creation, technological problem-solving, and independent acquisition of new digital skills. However, digital resources were generally available, with smartphones, search engines, computers, educational websites, and Internet-based resources being the most accessible. The teachers also used digital resources for teaching to a high extent, particularly for information searching, lesson preparation, and accessing teaching materials. Major challenges included inadequate electricity supply (91.3%), poor Internet connectivity (89.2%), high data costs (85.9%), limited access to digital devices (82.0%), inadequate training (80.5%), and lack of technical support (77.2%). A significant positive relationship existed between digital literacy skills and digital resource utilisation (r = 0.682, p < 0.05), while utilisation significantly differed according to teachers’ digital literacy levels (F(2,331) = 18.764, p < 0.05). The study concluded that effective digital integration was constrained by low digital literacy and infrastructural, financial, technical, and training-related challenges. Regular digital literacy training, improved infrastructure, affordable connectivity, access to devices, and continuous technical support were recommended.

Keywords: Digital literacy, digital resources, primary school teachers, technology utilisation, primary education.