In the modern landscape of public administration, the global shift toward digital transformation has fundamentally redefined how governments operate and interact with citizens. Modernizing the public sector is no longer merely a matter of upgrading physical infrastructure; it depends heavily on the digital readiness of the institutional workforce (Heeks, 2006). This global movement is intrinsically linked to the United Nations Sustainable Development Goals (SDGs), specifically SDG 16 (Peace, Justice, and Strong Institutions), which targets the development of effective, accountable, and inclusive institutions at all levels, and SDG 8 (Decent Work and Economic Growth), which underscores the necessity of human capital optimization and workplace productivity (United Nations, 2015). Around the world, developing nations are recognizing that investing in digital literacy training for public servants is a core prerequisite to reducing bureaucratic friction, minimizing administrative errors, and ensuring equitable public service delivery (World Bank, 2016). In the Philippines, this digital mandate is heavily driven by national policy and legislative frameworks. The state has actively pushed for bureaucratic modernization through initiatives like the E-Government Masterplan (Department of Information and Communications Technology [DICT], 2019) and Republic Act No. 11032 (The Ease of Doing Business and Efficient Government Service Delivery Act of 2018). These national directives legally mandate Local Government Units (LGUs) to streamline operations and transition to electronic platforms to eradicate red tape. However, the top-down enforcement of digital governance often exposes a critical implementation gap: while national agencies mandate the deployment of complex digital systems, the actual baseline digital literacy of the local municipal workforce varies dramatically (Alampay, 2006). Consequently, the success of national e-governance policies ultimately hinges on the frontline capabilities of LGU personnel, making continuous digital literacy training a vital component of national development. At the local and regional level, this transition takes on a unique and critical significance within the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), specifically in the municipality of Jolo, Sulu. As part of BARMM's ongoing institution-building and regional modernization efforts—underscored by the Ministry of the Interior and Local Government's (MILG) Localizing E-Governance for Accelerated Provision of Services (LeAPS) program (MILG-BARMM, 2021)—the Jolo LGU has increasingly relied on capacity-building interventions to upgrade staff capabilities. However, public servants in Jolo operate within a complex environment marked by distinct socio-economic realities, historical transitions, and infrastructural challenges, such as intermittent internet connectivity and power stabilities. In this specific local context, digital literacy training is not just a standard human resource exercise; it serves as an active mechanism for institutional stabilization and localized bureaucratic empowerment. Despite these significant investments in capacity building, a notable gap persists in the existing literature. While numerous studies evaluate digital literacy in highly connected urban centers or centralized national departments, there is a scarcity of empirical data examining how digital literacy training directly translates to actual day-to-day employee productivity in remote, resource-constrained, or transitioning municipal environments (Bano et al., 2019). It cannot be assumed that training automatically yields higher performance without analyzing local institutional bottlenecks. To address this empirical gap, this study aims to evaluate the relationship between digital literacy training and employee productivity among Local Government Unit (LGU) staff in Jolo. Specifically, the study seeks to measure the proficiency levels acquired through digital training interventions, assess multidimensional metrics of public sector productivity—such as task efficiency, processing accuracy, and citizen service delivery—and determine whether a significant correlation exists between a staff member's digital competency and their administrative output. Ultimately, this research intends to provide data-driven insights to help local policymakers, regional BARMM administrators, and development partners optimize future capacity-building investments and design training frameworks tailored to localized administrative realities