Information Literacy skills and Information Security Awareness of Undergraduate Students in Northern Nigeria

Background: This study explored the relationship between information literacy skills and information security awareness among undergraduate students in Northern Nigeria. Growing concerns about cyber threats, coupled with the critical role of information literacy in academic and personal development, highlight the importance of understanding how students’ literacy skills influence their security awareness.

Objective: The objectives were to examine the level of information literacy skills of undergraduate students, ascertain their awareness of information security, and determine the relationship between literacy skills and security awareness.

Methods: The study adopted a quantitative, cross-sectional survey design. The population comprised 266,295 undergraduate students from federal universities in North-West Nigeria. A multistage sampling technique was employed: purposive sampling to select universities, followed by stratified random sampling to ensure representation. A total of 346 students were sampled. Out of the 346 questionnaires distributed, 236 valid responses were retrieved, giving a response rate of 68.2%. Data were analyzed using descriptive and inferential statistics, including correlation and regression analysis.

Findings: Findings showed that 84.8% of students could recognize the need for information resources, while 90.3% distinguished between potential resources. However, only 18.7% identified different methods of accessing information, and a mere 3.2% demonstrated the ability to synthesize and build on existing knowledge. Regarding information security, 63.1% could recognize phishing attempts, 64.8% were aware of data privacy issues, and 68.2% understood secure browsing practices. Conversely, only 58.9% appreciated the importance of system updates, and 44.5% were confident in using antivirus or encryption tools. Regression analysis revealed a strong positive correlation (r = 0.772, p < 0.01) between information literacy and information security awareness, indicating that higher literacy skills significantly enhance security practices.

Implication: The results underscore the urgent need for universities to integrate advanced information literacy and information security training into their curricula. Enhancing these competencies will not only support academic success but also strengthen students’ resilience against evolving digital threats.

Conclusion: The study concludes that while students demonstrate foundational strengths in information literacy and basic security practices, significant gaps persist in higher-order literacy and advanced security measures.

Recommendation: It is recommended that universities embed advanced information literacy and information security modules into LIS and general education programs. Additionally, hands-on workshops should be offered on phishing recognition, password management, software updates, and data protection. Continuous digital learning opportunities should also be fostered to better equip students for future security challenges.