The demand for Education 4.0 is believed as response to the onset of the COVID-19 pandemic. Founded on this concept, learners are expected to be digitally literate since Education 4.0 promotes novel ways of learning that focuses on collaboration of men and machines. For this reason, this quantitative-correlational study aimed to analyze the readiness of 204 senior high school students for online education by evaluating the extent of their digital literacy based on sex, strand and grade level, and the interrelationship across their digital literacy domains. It adapted a survey questionnaire from relevant studies that focuses on six digital literacy domains. Results showed that there are significant differences in the extent of digital literacy domains namely Media Analysis, Effective Application of Technology and Interaction through Technologies among the students in terms of sex. Meanwhile, there are no significant differences in the extent of digital literacy of the students in terms of strand and grade level across the six domains as shown by the p-values. When it comes to the relationship between and within the domains of digital literacy of students, results emphasized that the moderate positive correlations among all domains are significant at the 0.01 level (2-tailed). The study recommends to schools to have a focused and improved program that may help male students to cope with the demands of digital learning. Furthermore, there should be quality teaching-learning innovations in online education to promote the digital literacy of senior high school students especially the males through the development of enhancement curricula. Digital literacy across all subjects in senior high school should be integrated and enhanced, especially in the conduct of online education in order to realize the learning competencies of each subject area with provided activities and assignments inclined towards the utilization of internet and online applications.