Socio-demographic Factors Influencing Digital Fluency among Mechanical Engineering Students in a Tertiary Institution in Nigeria

Abstract

This study investigates digital fluency among mechanical engineering students at the University of Ibadan, reframing it as a cultural and communicative practice shaped by access, identity, and socio-demographic influences. While prior research often treats digital competence as a purely technical skill set, this paper explores how students interact with digital tools for learning, expression, and social participation in ways that reflect broader cultural norms and communicative behaviors. Using a structured questionnaire, the study examines levels of awareness, access, device usage, and digital learning pathways, revealing strong proficiency in basic tools but limited capacity for problem-solving and critical evaluation. It further shows how factors such as religion, age, and level of education intersect with digital engagement, shaping students' experiences of online platforms, digital media, and academic technologies. These findings position digital fluency not merely as an individual ability but as a reflection of broader technocultural dynamics, offering insights into digital equity, identity, and participation in the African university context.