The article presents the results of a study aimed at monitoring the effectiveness of a model for
developing networked communicative culture and digital etiquette among university faculty and students in a
digital environment. The theoretical foundation of the work is based on the integration of socio-psychological,
activity-based, and learner-centered approaches, as well as the cultural-historical paradigm of digital interaction.
Methodology and Methods. The monitoring system included criteria for assessing the communicative, cognitive, and value-motivational components of networked communicative culture (NCC) and digital etiquette, as well as indicators of their practical implementation in educational and professional online communication. The research methodology combined psychological training scenarios, diagnostic tools, and case analysis, which made it possible to identify the levels of formation of NCC and digital etiquette. Results. The findings confirm the effectiveness of the proposed model in fostering responsible digital behavior, enhancing online collaboration skills, and strengthening academic communicative culture. The practice-oriented nature of the results allows the developed model to be applied in designing educational strategies and shaping the digital policy of universities. Scientific novelty. The introduction of a monitoring system makes it possible to diagnose the levels of development of NCC and digital etiquette among different participant groups (faculty and students), taking into account their professional and personal characteristics. Practical significance. The practical significance of the study lies in the possibility of applying its results in the design of educational strategies and university digital policies aimed at improving the quality of virtual academic interaction.