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This mixed-method study examines the usage of and attitudes towards digital tools and AI among teachers and students of English as a Foreign Language (EFL) in Swedish schools in 2024. Digital tools such as mobile phones and social media usage have been proven to be a significant factor in Sweden’s declining PISA results, raising voices for a rollback to more traditional methods. However, the digital landscape keeps evolving, and it has been shown that it is hard to totally exclude new technology. In the study, both EFL teachers and students demonstrate high digital competence and are generally positive towards digital tools, but lack of organised competence development is an issue. Teachers are more divided than the positive students on how digital tools impact EFL learning. Both groups shared concerns about downsides, such as the “distractive nature” of digital tools and that learning becomes superficial, as well as concerns about cheating and plagiarism, among others. Both groups highlighted benefits such as enhanced teaching and learning experience, special needs support, and increased access to information, answers, and educational materials. EFL Students displayed more intense social media usage than teachers, which might be considered an important part of their informal EFL learning. The study also shows that AI is an established part of EFL learning and some EFL teaching practices, with EFL teachers acting as examples of innovative and creative usage of AI throughout all phases of EFL teaching.