International Journal of Sub-Saharan African Research (IJSSAR)

Background: The proliferation of disinformation across digital platforms represents a significant challenge for undergraduates in Nigerian higher education. Despite the growing availability of online information, many students lack the critical media literacy competencies required to assess, verify, and contextualise digital content effectively. At Kwara State University and the University of Ilorin, Kwara State, Nigeria, limited and inconsistent integration of media literacy into university curricula has left students vulnerable to manipulation, misinformation, and poorly informed decision-making.
Objective: This study investigated media literacy among undergraduates at Kwara State University and the University of Ilorin, with a focus on their exposure to disinformation, evaluative competencies, verification practices, perceived challenges, and strategies for improvement.
Method: A descriptive survey design was adopted. A structured questionnaire was administered electronically via Google Forms to a sample of 3,532 respondents (2,064 from the University of Ilorin and 1,468 from Kwara State University), recruited through a combination of snowball and convenience sampling. The instrument was validated by three subject-matter experts and pilot-tested among 50 students to ensure reliability. Data were analysed using frequencies, percentages, mean scores, and standard deviations. Results: Respondents reported high exposure to disinformation, including forwarded messages, sensationalised headlines, unverified news, and manipulated multimedia (weighted mean = 3.11). However, media literacy competencies (weighted mean = 2.16) and verification practices (weighted mean = 2.37) were both below the criterion mean of 2.50, indicating moderate and largely informal engagement. Key challenges included information overload, inadequate training, peer influence, and limited access to fact-checking tools (weighted mean = 2.55).
Conclusion: A significant gap exists between high disinformation exposure and underdeveloped evaluative competencies among Nigerian undergraduates, highlighting the urgent need for structured, curriculum-integrated media literacy interventions.
Unique Contribution: This study provides empirical evidence on the interplay between exposure, evaluative competencies, and institutional strategies in shaping digital literacy outcomes among Nigerian undergraduates, thereby informing future research, and curriculum design.
Key Recommendation: Universities should implement media literacy programmes emphasising skills to help undergraduates evaluate online information and reduce the spread of disinformation.