In the context of the digitalization of education and everyday communication, the development of digital empathy is gaining particular relevance, especially among student youth as the most active online group and a stable cell of the digital society. The aim of this study is to diagnose the level of digital empathy among students and to identify the influence of technical factors of the online environment on its manifestations and indicators. The methodological framework is based on a mixed-methods design: quantitative methods included an adapted version of V.V. Boyko’s empathy scale and the BSNAS scale, while qualitative methods comprised content analysis, focus groups, and case analysis. The study involved 178 students from Kazakhstani universities. The results revealed a predominance of medium-level digital empathy and confirmed its three-component structure: cognitive, emotional, and behavioral. Statistically significant correlations were found between the level of digital empathy and the degree of digital activity, as well as the influence of anonymity and algorithmic filtering. Recommendations are presented for the development of educational programs aimed at fostering conscious and empathic online interaction. The findings may be applied in psycho-pedagogical practice, in the creation of intervention-based digital modules, and in the development of digital standards and etiquette.