The post-pandemic acceleration of educational digitization has underscored the urgent need to strengthen students’ digital literacy. Despite growing up in tech-rich environments, many young people, particularly in Latin America, lack essential digital competencies due to limited access, socioeconomic disparities, and weak policy support. These challenges are especially acute in Ecuador, with digital competence levels falling below regional averages. This study uses a task-based evaluation to assess the digital competence of 69 university students at the Universidad Laica Eloy Alfaro de Manabí (ULEAM). It explores variables such as age, gender, and field of study, and compares current results with a 2021 study on students’ self-perceived skills conducted before institutional digital literacy efforts. Employing a quantitative, correlational design, this research contributes to a broader line of inquiry at ULEAM since 2018. Although not longitudinal, the findings reveal low overall digital competence among students, with relative strength in informational skills. Notably, no significant gender gap was observed; however, the divide between students in STEM fields and those in Social Sciences has widened. The results highlight the need for sustained digital literacy programs and policy reforms, particularly in underserved regions like Ecuador, to close existing gaps and ensure equitable access to digital education.