Present research studies the impact of variables such as inclusion, exclusion, residence, socioeconomic status, gender and parental education on digital competences among student populations in Kosovo (N = 303). The findings reveal that in accordance with international literature inclusion and exclusion in academic settings predict levels of digital competences reported by participants. To that end students who reported being included in academic settings also reported the highest levels of digital competences. Participants who reported feeling excluded were the ones to report the lowest levels of digital competences. Socioeconomic standing was also a powerful influential variable with participants reporting low digital competences when they reported financial hardship. Similarly, participants who reported a higher socioeconomic standing reported the highest levels of digital competences. Residence was also an influential variable with participants residing in urban areas reporting the highest levels of digital competences while participants living in rural areas reported the lowest levels of skills. Finally, along with providing data from a country that is not present in international research, present study is a first one to offer information on digital competences in Kosovo and as such is important for policy building in the future.