This study aims to examine how Korean learners and teachers perceive digital literacy. A survey was conducted with 100 Korean language learners for academic purposes and 30 Korean language teachers, among which 10 learners and three teachers were interviewed in-depth. The analysis revealed that learners perceived the necessity of digital literacy education more positively than teachers. Korean language learners’ perception of digital literacy education had no significant correlation with their levels of language skills and Korean proficiency. Further, learners’ attitudes toward digital literacy and the experience of digital literacy in their native language were influenced. Additionally, the examination of the influence of Internet accessibility and cognitive factors on digital literacy showed that Internet use duration and self-directed inquiry ability had a significant influence.