This article provides a theoretical analysis of the cognitive mechanisms of students’ social thinking in the digital society. The development of information and communication technologies significantly influences the formation of social perception, attribution, empathy, and cognitive schemas. Based on classical and contemporary approaches, the structure of social thinking and its key components are examined. An integrative theoretical model is proposed to explain the processes of perceiving and interpreting social information. The findings are important for enhancing students’ social competencies and improving psychological interventions.