This thesis investigates the relationship between digital literacy and academic performance among university students. This research employed a quantitative methodology, utilizing a survey based on the DigComp 2.2 framework to assess digital literacy competencies. The data was gathered through snowball sampling, which guaranteed that the respondents represented abroad range of individuals from different demographic backgrounds and with varying knowledge and expertise. The analysis, conducted using the statistical software package SPSS, revealed no significant differences in academic performance based on digital literacy levels. The findings challenge the prevailing hypothesis that a positive correlation exists between digital literacy and academic achievement. The present study is limited by the relatively small sample size and the use of self-reported academic performance data. It is recommended that future researchers attempt to reproduce the study with larger, more diverse samples and a comprehensive digital literacy assessment.