SUMMARY
Digital competency for teachers is required for learning implementation to address the challenges of teaching and learning in the 21st century. Therefore, this research was aimed at developing formulations to improve primary school teachers' digital competence in responding to today's learning demands. Specifically, it focused on developing stages through which to enhance primary school teachers’ digital competence, expected to be re-implemented broadly and professionally in many cities in Indonesia. In attempting to achieve this goal, action research was employed by involving 30 primary school teachers from three regions in Sumedang Regency, West Java, Indonesia, consisting of 11 teachers from urban areas, 11 teachers from suburban areas, and eight teachers from rural areas. The data were obtained through instruments used, namely a survey and a semi-structured interview. The research results suggested five steps for improving school teachers' digital competence, namely Selection of subject matter, Management and implementation of training, Actualization, Reflection, and Training Assessment. These steps were organized under the acronym SMART This research concluded that these steps could improve teachers' digital competence effectively. It is recommended that the findings of this research to be disseminated to the Board of Education, for it to recommend these steps to be implemented by many schools in different regions.https://doi.org/10.26803/ijlter.22.3.27