This research paper investigates the digital lives of 29 students, focusing on their technological use and how it supports informal learning. Employing a qualitative approach, data was collected through interviews with students from various backgrounds, including secular, orthodox Jewish, ultra-orthodox Jewish, and Muslim Arab participants. A two-stage analysis was conducted, utilizing both thematic bottom-up and top-down methods based on Uses and Gratifications Theory (UGT).

Three primary themes emerged from the analysis:
- Centrality of Social Networking Sites (SNSs): Students relied heavily on SNSs for staying informed, connecting with others, and engaging in informal learning, with their online interactions reflecting in their face-to-face engagements.
- The Gaming Culture: Digital gaming was a significant aspect of students' digital interactions. Younger participants tended to play casual games for fun, while older secular male teens identified as "gamers," investing time in complex games, which facilitated informal learning through skill acquisition.
- New Skills Across Digital Platforms: Students acquired various new skills through their digital activities, including multitasking, language proficiency, and information searching capabilities. They effectively navigate multiple platforms, showcasing proficiency in digital communication and exercising discretion in online interactions to protect privacy.

The study, through UGT, highlights students' motivations for digital engagement, including social interaction, knowledge seeking, identity formation, and relaxation. It also identified two emerging needs reflecting students' digital engagement: organizing valuable information and ensuring online security and privacy.

The study's implications include:
(1) Integrating Informal Learning into Formal Education: It suggests bridging students' informal digital experiences with formal education by incorporating relevant digital tools and activities.
(2) Addressing Digital Disparities: It emphasizes the need to recognize differences in digital engagement across gender and cultural groups and to design educational interventions that cater to diverse needs, promoting access to technology and developing digital literacy skills.

Keywords: Digital live, K-12, Informal learning, SNS, Digital games, UGT.