The current study investigated Iranian pre-service and in-service EFL teachers’ digital competence regarding the effect of gender. The study employed a mixed methods approach and three instruments including a questionnaire, structured interviews, and observations were utilized. To this end, 157 Iranian in-service EFL teachers completed DIGIGLO which is a tool for assessing the digital competence of educators developed by Alarcón et al. (2020). In addition, 15 in-service and 15 pre-service EFL teachers participated in structured interviews. Moreover, 30 classes were observed by the researcher. The results indicated that the level of Iranian in-service EFL teachers’ digital competence was moderate to high. In addition, some similarities and differences could be seen in the interview questions between in-service and pre-service EFL teachers regarding their technology use. Moreover, it was revealed that there were no significant differences between male and female in-service EFL teachers’ digital competence. Based on the results of the observations, it was found that a majority of teachers incorporate digital technologies into their teaching practice.
