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Effect of Digital Mental Health Education on Digital Mental Health Literacy among University Students in Nigeria

Abstract

Digital mental health has become an increasingly important component of contemporary mental health care, providing opportunities for individuals to access mental health information, counselling, psychological support, self-help resources, and other technology-enabled services. University students in Nigeria increasingly use smartphones, social media, websites, mobile applications, and other digital platforms, creating opportunities for improving access to reliable mental health information and support. However, students may encounter misinformation, unreliable online resources, privacy concerns, stigma, limited digital health skills, and uncertainty about the credibility and appropriate use of digital mental health services. Digital mental health education provides an opportunity to equip students with knowledge and skills for finding, evaluating, understanding, and appropriately using digital mental health information and services. Against this background, this study investigates the effect of digital mental health education on digital mental health literacy among university students in Nigeria. The study will be anchored on the Health Belief Model, Technology Acceptance Model, and Social Cognitive Theory. The Health Belief Model explains how students' perceptions of mental health needs, perceived benefits of digital mental health resources, perceived barriers, and cues to action may influence their acquisition and use of digital mental health information. The Technology Acceptance Model emphasizes perceived usefulness, perceived ease of use, and attitudes toward technology in shaping students' acceptance and use of digital mental health resources. Social Cognitive Theory emphasizes the roles of knowledge, self-efficacy, observational learning, social interaction, and environmental influences in developing digital health-related competencies. Collectively, these theoretical perspectives provide a suitable framework for explaining how digital mental health education may influence digital mental health literacy 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 and postgraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select states, universities, faculties, departments, and eligible students. Digital mental health education will be measured using indicators such as exposure to structured educational sessions, training frequency and duration, understanding of digital mental health, identification of reliable mental health information sources, evaluation of online mental health information, recognition of misinformation, understanding of digital counselling services, knowledge of mental health applications, online privacy and confidentiality, cybersecurity awareness, responsible use of digital mental health tools, online help-seeking, emergency support limitations, and appropriate referral pathways. Digital mental health literacy will be assessed using indicators such as students' ability to locate reliable digital mental health information, evaluate the credibility of online resources, distinguish reliable information from misinformation, understand digital mental health services, identify appropriate online support options, assess privacy and confidentiality considerations, use digital mental health resources responsibly, recognize limitations of online mental health information, identify situations requiring professional assistance, and navigate appropriate referral and support systems. Data will be collected using structured questionnaires and appropriately validated digital mental health literacy instruments administered before and after the educational intervention where a quasi-experimental design is used. Descriptive statistics will be used to summarize students' demographic and academic characteristics, digital technology use, exposure to digital mental health education, and digital mental health literacy levels. Inferential statistical techniques, including paired or independent sample tests, chi-square tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of digital mental health education on digital mental health literacy. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that digital mental health education has a significant positive effect on digital mental health literacy among university students in Nigeria. Students exposed to structured digital mental health education are expected to demonstrate improved ability to locate credible mental health information, evaluate online resources, identify misinformation, understand digital counselling and other technology-enabled services, protect personal information, recognize privacy and confidentiality issues, and select appropriate digital mental health resources compared with their baseline literacy or students without similar educational exposure. Practical demonstrations, case scenarios, online resource evaluation exercises, digital safety activities, and guided use of credible mental health platforms may strengthen students' ability to apply digital mental health literacy skills in real-world situations. However, unequal internet access, digital literacy differences, unreliable online resources, misinformation, privacy concerns, limited access to qualified digital mental health professionals, and differences in students' technological experiences may limit the effectiveness of digital mental health education. The study therefore expects accessible, practical, evidence-based, and sustained digital mental health education to contribute significantly to improved digital mental health literacy among university students in Nigeria. The study is expected to contribute to the literature on digital mental health education, digital mental health literacy, digital health, university student mental health, e-mental health, tele-mental health, health education, online health information, 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, university administrators, university counselling centres, health services, psychologists, counsellors, digital health professionals, information and communication technology units, student organizations, development partners, and policymakers regarding strategies for strengthening students' digital mental health competencies. The study will also provide evidence-based recommendations for integrating digital mental health education into university orientation and student-support programmes, strengthening digital health literacy initiatives, promoting evaluation of online mental health information, improving awareness of credible digital mental health services, strengthening online privacy and cybersecurity education, and expanding safe and accessible digital mental health resources across universities in Nigeria.

Keywords: Digital mental health education, digital mental health literacy, university students, digital health, e-mental health, tele-mental health, online mental health information, digital health literacy, mental health education, Nigeria, public health.