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This study proposes a second digital divide measurement for university students in Guangdong, encompassing internet usage proficiency and internet-enabled learning levels. Drawing on information literacy theory, the dimensions of information awareness, acquisition, storage, retrieval, utilization, and ethical/security considerations are individually assessed. A total of 1038 valid responses were collected through a questionnaire survey, and data analysis was conducted using descriptive statistics and variance analysis. The internet usage and enabled learning levels of university students in Guangdong are found to be moderately above average. The second-level digital divide among university students in Guangdong is complex, resulting from the interactive effects of personal factors, growth environment, and university environment. Personal characteristics (gender, grade), growth environment (average living expenses, parental education, family location, growth location, family learning environment), and campus learning environment have a significant impact on both the level of internet usage and internet-enabled learning. Conversely, personal characteristics (disciplinary category), and school location exhibit no significant impact on internet-enabled learning levels.