This chapter investigates the digital literacies profiles of students in Singapore and China, highlighting the sociocultural and policy-driven influences that shape their competencies. Drawing on data collected using the Student Digital Literacies Profiling tool, the study examines four key dimensions of digital literacies: multimodal orchestration, digital technologies, intercultural communication, and transversal skills. The findings reveal distinct differences in how these dimensions are expressed across the two contexts, shaped by national priorities, technological infrastructure, and educational policies. Arising from the findings, the chapter emphasizes the critical role of teacher education in bridging digital divides and promoting students’ meaningful engagement in the online world.