Digital literacy has emerged as an essential competency in modern higher education, shaping students' ability to navigate, evaluate, and utilize academic information effectively. This study investigates the digital literacy competencies of undergraduate students in Nigerian university libraries, with a focus on their ability to use digital tools, access academic resources, and evaluate information credibility. A descriptive survey design was adopted. Data were collected from undergraduate students in Nigerian universities via structured online questionnaires and analyzed using descriptive statistics and multiple linear regression. The findings reveal that students generally possess high foundational digital skills, particularly in using devices and academic software. However, their ability to search for scholarly information and evaluate digital content for credibility is moderate to low. While awareness of digital resources provided by university libraries is high, actual engagement and usage are limited. Regression analysis showed no significant relationship between students' demographic characteristics and their ability to evaluate digital content critically. The study recommends collaborative efforts among university libraries, administrators, faculty, policymakers, and students to foster critical digital skills necessary for academic success and lifelong learning.
