Differences in Reading Habits Among Higher Education Students in Portugal: A Comparative Analysis

While reading habits strongly correlate with academic success, empirical data regarding higher education (HE) literacy in Portugal remains scarce, particularly across the private sector. This study addresses this gap through a cross-institutional analysis comparing public and private HEIs alongside the island regions of Madeira and the Azores, challenging the assumption that digital natives universally reject print. A survey was administered to 558 students across 140 study cycles from 33 public and private HEIs, with data evaluated via non-parametric inferential methodologies. The sample displayed high reading appreciation, yielding a mean enjoyment score of 7.54 out of 10 (SD = 2.29) and an annual median of 4 books. Significant demographic variations (p < 0.05) emerged: female and older (23+) students demonstrated a significantly higher love of reading and voluntary book consumption, whereas males and younger cohorts gravitated toward technical texts and digital periodicals. Conversely, groups converged regarding internet usage and the primary structural barrier to literacy: an acute lack of time (67.9%). Crucially, while HEI type did not impact genre or platform choices, public university students reported significantly higher reading enjoyment and read more books annually than their private-sector peers (p < 0.05). These findings underscore that individual literacy is actively moderated by institutional micro-climates, providing administrators with precise empirical targets to design tailored reading initiatives.