| Sumario: | The aim of this study is to examine Religious Culture and Moral Knowledge (RCMK) preservice teachers' digital literacy levels and e-learning attitudes. In the study, it was investigated whether there is a differentiation in these variables according to gender, age, type of high school graduated and grade level. In addition, the relationship between pre-service teachers' digital literacy levels and their attitudes towards e-learning was examined. The research was organized according to the relational survey model, one of the quantitative research designs. 235 undergraduate students (grades 1-4) studying at Kahramanmaraş Sütçü İmam University Faculty of Theology in the 2019-2020 academic year participated in the study. The "Digital Literacy Scale" developed by Ng (2012), translated into Turkish by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017), and the "General Attitude Scale towards E-Learning" developed by Haznedar and Baran (2012) were used in the collection of research data. Data; standard deviation, independent samples t-test, one-way analysis of variance (ANOVA) and Pearson correlation test were analyzed using statistical techniques. As a result of the research, it was found that the digital literacy average of the pre-service teachers participating in the study was at the "undecided" level and close to the "agree" level. Mean attitude towards e-learning was found to be at the level of "undecided" and close to the level of "disagree". In addition, it was determined that the digital literacy of Religious Culture and Moral Knowledge pre-service teachers differed significantly according to age, type of high school graduated and class level, while no significant difference was found according to gender. In the attitude towards e-learning; while a significant difference was observed among the pre-service teachers according to gender, age and grade level, no significant difference was observed according to the type of high school graduated from. The study also found a moderately positive and significant relationship between preservice teachers' digital literacy levels and their attitudes towards e-learning.
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