The modern world is becoming increasingly digitalised and this is affecting the way in which humans not only live but also learn. In South Africa, the majority of students entering universities are from disadvantaged backgrounds and come from schools and communities in which they were not exposed to the same technologically rich environments as perhaps that of their fellow students. The digital literacy level at which all students enter university is thus different; yet on entering their first year of study, students from disadvantaged backgrounds are required to perform at the same level as those from advantaged backgrounds. This paper examines the role that pre-existing levels of digital literacy, critical thinking skills, socio-economic status and English proficiency play on the academic performance of first-year students studying an Information Technology course. (Contains 1 note, 12 tables, and 1 figure.)