Abstarct: The rapid integration of digital technologies into educational contexts has fundamentally transformed English as a Foreign Language (EFL) instruction, particularly following the COVID-19 pandemic. This transformation has highlighted the critical importance of teachers' digital competence and their confidence in navigating online teaching environments. However, the relationship between digital competence and online teaching self-efficacy in EFL contexts remains underexplored, particularly in developing contexts such as Iraq. This study examined whether EFL teachers' digital competence significantly predicts their online teaching self-efficacy and whether teaching experience moderates this relationship in the Iraqi EFL context. A quantitative, cross-sectional survey design was employed with a correlational and moderation component. Data were collected from a stratified random sample of 160 Iraqi EFL university teachers using two validated instruments: the DigCompEdu Check-In (Teo et al., 2021) and the Online Teaching Self-Efficacy Scale (OTSES; Gudmundsdottir & Hatlevik, 2022). Six null hypotheses were tested using multiple regression and moderation analysis with the PROCESS Macro for SPSS (Hayes, 2018). The findings revealed that Iraqi EFL teachers reported moderate levels of digital competence (M = 3.34) and online teaching self-efficacy (M = 3.42). Digital competence significantly predicted online teaching self-efficacy, explaining 42% of the variance (R² = .42, p < .001). The Teaching and Learning dimension (β = .38) was the strongest predictor, followed by Digital Resources (β = .25) and Assessment (β = .20). Teaching experience significantly moderated the relationship (B = -0.18, p = .015), with digital competence being more important for novice teachers than for experienced teachers. For novice teachers, Digital Resources (β = .35) was the strongest predictor; for experienced teachers, Assessment (β = .30) was the strongest predictor. These findings are consistent with Bandura's (1997) Social Cognitive Theory and the Technological Pedagogical Content Knowledge (TPACK) frxamework (Mishra & Koehler, 2006). The study contributes to the theoretical understanding of digital competence and self-efficacy in EFL contexts and provides practical guidance for professional development in Iraq. Implications for teacher educators, university administrators, and policymakers are discussed, and suggestions for future research are provided.