This research aims to explore the usability and usefulness of Self-Learning Modules in improving teachers' skills in using five Google Apps. While these applications are widely utilized in education, previous studies have highlighted the challenges teachers face when attempting to employ them effectively. The existing modules do not adequately prioritize the utilization of Google Apps. Realising the phenomenon, a Google Literacy Module was created, incorporating the principles of Constructivism Theory. The design and development of the module integrated two instructional design models, namely the ADDIE Model and UDin Model. This study adopts a quantitative approach, leveraging a review of specific existing literature to provide support for the research. The findings indicate that the proposed module exhibits a high level of usability among its users. Therefore, it is relevant and acceptable to utilize the self-learning Google Literacy Module as a reference, enabling users to enhance their digital skills.
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