This study investigates the relationship between online course satisfaction, digital literacy awareness, and the ideal L2 self among English as a Foreign Language (EFL) learners in Iran, against the backdrop of the COVID-19 pandemic-induced shift to virtual learning. The research addresses the gap in digital literacy, defined as the ability to effectively use digital tools and technologies, which became evident as education moved online. This lack of digital literacy awareness among educators and learners highlights a critical issue, as it is essential for navigating modern educational environments. The study employs quantitative methods to examine how digital literacy awareness influences EFL learners' satisfaction with online courses and how it relates to their ideal L2 self, a concept referring to their future self-image as proficient language users. Results indicate that higher levels of digital literacy awareness correlate with increased online course satisfaction and a stronger ideal L2 self among learners. These findings suggest that enhancing digital literacy can improve educational outcomes and learner motivation in virtual settings. The study emphasizes the significance of integrating digital literacy into academic curricula, training educators, and providing learners with the necessary resources to thrive in online learning environments. It advocates for inclusive digital literacy initiatives to ensure equitable access to technology for all learners, considering their varying socioeconomic statuses, physical locations, and disabilities. By fostering a digitally literate student body, educational institutions can create more engaging, motivating, and satisfying learning experiences that cater to the diverse needs of today's learners.
