Digital transformation has created new opportunities for girls to participate in educational, cultural, and community activities. However, technological accessibility alone does not ensure meaningful social engagement, as participation also depends on educational support, digital competence, personal initiative, and social conditions. This article examines the socio-pedagogical mechanisms for developing girls’ social activity in the context of digital transformation. The study employs a conceptual and analytical approach based on international research, educational reports, and the pedagogical perspectives of Uzbek and foreign scholars. Particular attention is given to the relationship between digital competence, social initiative, leadership, and responsible participation. The analysis identifies seven interconnected mechanisms: equitable digital access, critical digital literacy, participatory pedagogy, mentorship, family–school–community cooperation, digital safety, and reflective assessment. An integrated framework is proposed to connect these mechanisms with educational practices and indicators of social participation. The findings of the conceptual analysis suggest that developing girls’ social activity requires the integration of technological opportunities with supportive educational environments and meaningful participation in collective decision-making. The proposed framework provides a theoretical foundation for improving socio-pedagogical practices and conducting further empirical research.