This study examines the relationship between students' perceptions of instructional quality and their digital reading performance across seven post-Soviet countries using PISA 2022 data (N = 56,477 students; 2,495 schools). Drawing on Klieme et al.'s instructional quality framework—encompassing instructional approaches, classroom management, and supportive climate—three-level hierarchical linear models (HLM) were estimated. Results indicate that perceived instructional adaptation (β = 0.109), teacher-directed instruction (β = 0.076), digital skills teaching practices (β = 0.230), and stimulation of reading engagement (β = 0.123) were significantly and positively associated with digital reading outcomes. A favorable disciplinary climate (β = 0.031), teacher interest (β = 0.073), and teacher support (β = 0.054) also contributed positively. Conversely, reading skill exercises (β = −0.051) and extended instructional time (β = −0.054) showed small negative associations. School-level variance explained a large share of outcome variability (f² = 44.77%), underscoring the institutional role in shaping digital literacy. The findings extend instructional quality research to transitional education systems and provide actionable implications for pedagogy and education policy in post-Soviet contexts