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Effect of Digital Health Literacy Education on Online Health Information-Seeking among University Students in Nigeria

Abstract

The rapid expansion of digital technologies has transformed the way university students access, interpret, evaluate, and share health information. Online health information can provide students with convenient access to information about disease prevention, nutrition, sexual and reproductive health, mental health, healthy lifestyles, and available healthcare services. However, the increasing volume of health information available through websites, social media platforms, blogs, online forums, and other digital sources also exposes students to inaccurate, misleading, incomplete, or potentially harmful information. Limited digital health literacy may make it difficult for students to assess the credibility, reliability, and relevance of online health information. Digital health literacy education provides an opportunity to develop students' skills in locating, evaluating, interpreting, and appropriately applying online health information. Against this background, this study investigates the effect of digital health literacy education on online health information-seeking among university students in Nigeria. The study will be anchored on the Health Literacy Framework, Technology Acceptance Model, and Information-Motivation-Behavioral Skills Model. The Health Literacy Framework explains how individuals' abilities to access, understand, appraise, and apply health information influence health-related decision-making. The Technology Acceptance Model explains how perceived usefulness and perceived ease of use of digital technologies may influence students' engagement with online health information. The Information-Motivation-Behavioral Skills Model emphasizes the roles of information, motivation, and behavioural skills in developing appropriate health-related behaviours. Collectively, these theoretical perspectives provide a suitable framework for explaining how digital health literacy education may influence online health information-seeking among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, and eligible students. Digital health literacy education will be assessed using indicators such as exposure to structured digital health literacy training, ability to search for health information online, identification of credible health websites, evaluation of information sources, recognition of misinformation and disinformation, understanding of online health claims, use of reliable government and healthcare sources, protection of personal health information, and appropriate use of digital health tools. Online health information-seeking will be assessed using indicators such as frequency of searching for health information online, types of health information sought, sources consulted, ability to compare information from multiple sources, verification of online health claims, use of evidence-based sources, consultation of qualified healthcare professionals when necessary, and application of obtained information to health decisions. Data will be collected using structured questionnaires, validated digital health literacy assessment instruments, online health information-seeking scales, and relevant educational programme records. Descriptive statistics will be used to summarize students' demographic characteristics, levels of digital health literacy, and patterns of online health information-seeking. Inferential statistical techniques, including chi-square tests, t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the effect of digital health literacy education on online health information-seeking. Where a quasi-experimental design is adopted, digital health literacy and information-seeking scores before and after the educational intervention may be compared to determine changes associated with the programme. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that digital health literacy education has a significant positive effect on online health information-seeking among university students in Nigeria. Students exposed to structured digital health literacy education are expected to demonstrate greater ability to identify credible health information sources, distinguish reliable information from misinformation, evaluate online health claims, compare information across sources, and seek professional guidance when necessary. Education may also encourage students to use evidence-based health websites and reputable healthcare platforms rather than relying solely on unverified social media content or informal online discussions. Improved digital health literacy may promote more responsible and informed use of online health information and reduce the potential risks associated with inaccurate health information. However, factors such as unequal access to reliable internet services, digital inequalities, social media influence, information overload, varying levels of technological competence, and distrust of online sources may continue to affect students' online health information-seeking behaviour. The study therefore expects structured, practical, and contextually relevant digital health literacy education to contribute significantly to improved online health information-seeking among university students in Nigeria. The study is expected to contribute to the literature on digital health literacy, online health information-seeking, health literacy, digital health education, university students, health information behaviour, misinformation, eHealth, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, National Universities Commission, universities, student health centres, public health educators, digital health organizations, healthcare professionals, development partners, and policymakers regarding strategies for improving students' ability to access and evaluate online health information. The study will also provide evidence-based recommendations for integrating digital health literacy education into university health promotion programmes, developing practical training on evaluating online health information, promoting reliable digital health resources, strengthening students' awareness of health misinformation, and encouraging responsible use of digital health technologies across Nigerian universities.

Keywords: Digital health literacy education, online health information-seeking, university students, health literacy, digital health, eHealth, health information behaviour, online health information, health misinformation, Nigeria, public health.