The transition from secondary school to university presents numerous challenges for first-year students, particularly in digital literacy. Despite being labelled as “digital natives,” many students in South Africa enter higher education with significant digital literacy gaps. This study assesses the digital literacy levels of first-year Computer Science (CS) students at North-West University (NWU). A structured survey was conducted among 581 students across three campuses, evaluating their self-reported digital skills in areas such as keyboard proficiency, mouse usage, email communication, and web research. Results indicate that while most students feel confident in basic digital tasks, a substantial proportion lack essential competencies required for higher education and CS coursework. Notably, 34.6% of students expressed uncertainty or a lack of confidence in their digital literacy levels. These findings emphasise the need for targeted interventions, such as bridging programs and foundational digital literacy courses, to better prepare students for university-level learning. Addressing these gaps is crucial, particularly in CS education, where digital proficiency directly impacts academic success. By understanding and mitigating digital literacy deficiencies, higher education institutions can enhance students’ learning experiences and improve overall educational outcomes. This study contributes to the discourse on digital inclusion and equitable access to technology-driven education in South Africa.