Digital literacy is essential for teachers in modern educational settings, particularly in rural areas where access to technology may be limited. A mixed-methods approach was employed, including pre- and post-training surveys (N=120) and focus group discussions with teachers (n=15). Teachers showed a significant shift towards more positive attitudes about technology integration in physics lessons (p<0.05; Cohen's d=0.89). Digital literacy training programmes have the potential to enhance teacher confidence and enthusiasm for using technology, which is crucial for effective teaching. Schools should continue digital literacy initiatives as a regular part of professional development to maintain these gains in teacher attitudes. digital literacy, teacher attitudes, rural education, physics instruction, Malawi