Digital literacy has become a critical condition for effective learning, safe online interaction, and responsible participation in digital society. However, many existing studies remain descriptive and do not provide an applied information-technology instrument for evaluating students’ digital behavior in educational settings. This study proposes a rule-based digital assessment framework for measuring students’ digital literacy and safe cybersocialization in higher education. The framework transforms survey-based and qualitative indicators into a structured multi-criteria model including four analytical dimensions: digital learning engagement, perceived quality of the educational environment, acceptance of digital teaching methods, and awareness of online behavioral risks. The empirical basis of the study includes survey data from 500 respondents on Internet use patterns and a focused assessment of 146 university students using a modified questionnaire and essay-based qualitative analysis. On the basis of these data, a scoring logic and decision-support structure are formulated to classify learners into low-, medium-, and high-readiness groups and to generate targeted educational recommendations. The proposed framework contributes an applied IT-oriented model that bridges educational diagnostics and digital decision support. The results show that the collected indicators can be formalized into an interpretable assessment structure suitable for prototype implementation in university digital platforms.