Higher education institutions have a pivotal role in readying students to fulfill the requirements of a progressively technology-driven society. Drawing on a survey of 1222 student teachers in five universities in Egypt, this study investigates student teachers' real-life encounters with digital technology throughout their academic studies, aiming to provide a better understanding of the actual realities that student teachers encounter when utilizing technology. That is, student teachers' views on digital literacy and their levels of knowledge as well as their utilization of digital literacy were assessed in terms of various variables (gender, major, income level, and university affiliation). The study utilized a descriptive survey model, employing various statistical methods involving ANOVA, t-tests, and the Bonferroni test to analyze the collected data. The findings revealed that student teachers held generally fair and positive perspectives on digital literacy. The findings of the research conducted according to independent variables revealed that the digital literacy of student teachers varies according to gender, economic level, and university affiliation variables, but no significant difference was identified in terms of major. The results were subsequently discussed in the context of pertinent literature.