This study aims to investigate the digital Information-Seeking Behavior (ISB) and digital confidence of university students in Bangladesh and to explore their association with demographic factors and institutional context. A cross-sectional quantitative survey was conducted with 450 students from two major public universities in Bangladesh. The study found a strong preference for digital resources (M = 4.08), with search engines (M = 3.85) and e-books/online journals (M = 3.85) being the most frequently used tools. University-specific digital resources were used less often (M = 3.67). Digital confidence was significantly correlated with gender ( p < 0.05), academic level ( p < 0.05) and university ( p < 0.001). Male students and those at higher academic levels demonstrated higher levels of digital confidence. Multinomial logistic regression analysis indicated that university affiliation was a significant predictor of digital confidence, with students from DU exhibiting significantly higher digital engagement and digital confidence (Exp(B) = 4.332, p = 0.000). Additionally, older students and those in STEM fields showed greater digital engagement and confidence. This study highlights the role of institutional contexts in shaping students’ digital engagement and suggests that demographic factors influence digital confidence. It emphasizes the need for targeted, context specific digital literacy programs to reduce digital divides and enhance critical digital competencies among different student subgroups in Bangladesh.
Bipasha et al. (Thu,) studied this question.