GODSPOWER EKUOBASE,

This study explores the relationship between digital literacy and academic performance among tertiary education students. As education becomes increasingly digitised, students are epected to navigate online learning platforms, conduct digital research, collaborate virtually, and utilises various technological tools. However, disparities in digital literacy levels may affect students’ ability to engage effectively with academic materials, leading to variations in performance. This research investigates how digital literacy skills—such as information retrieval, digital communication, content creation, and problem-solving—correlate with students’ academic success. A quantitative research design was employed, with data collected through structured questionnaires distributed to tertiary education students. Stratified random sampling was used to ensure diverse representation across different institutions, disciplines, and demographic groups. The collected data were analysed using descriptive statistics, correlation analysis, and regression modelling to determine the extent to which digital literacy influences academic performance. Findings indicate a strong positive correlation between digital literacy and academic performance, with students possessing higher digital literacy skills achieving better grades and engaging more effectively in academic tasks. The study highlights key areas where digital literacy impacts learning, as well as challenges faced by students with lower digital proficiency. The results emphasise the need for educational institutions to integrate digital literacy training into their curricula, provide access to digital tools, and implement policies that bridge the digital divide. By fostering strong digital literacy skills, universities can enhance student engagement, improve learning outcomes, and better prepare graduates for an increasingly digital world. This study contributes to the growing body of research on digital education and offers practical recommendations for educators, policymakers, and students to optimise the role of technology in academic success