The Impact of Media Literacy on the Academic Behavior of Kabul University Students A Case Study of Master’s degree students, 2026 Section Articles

Abstract

The rapid expansion of digital media and online information has increased the importance of media literacy in higher education, particularly in relation to students’ academic practices and behavior. This study examined the relationship between media literacy and academic behavior among master’s students at Kabul University. The study adopted a quantitative, applied research approach using a survey design. The statistical population consisted of 647 master’s students enrolled at Kabul University during the academic year 1405. A sample of 242 students was selected using Cochran’s formula. Data were collected through a structured questionnaire based on a five-point Likert scale and analyzed using descriptive statistics and Spearman correlation analysis. The findings indicated that the overall level of media literacy among respondents was high, with a mean score of 4.1767.  The strongest relationship was observed between media literacy and evaluation of media content. Overall, the findings indicate that higher levels of media literacy are associated with stronger academic media practices, including critical evaluation of information, purposeful use of media resources, and effective management of media-related activities. The study recommends strengthening media literacy education, critical information evaluation skills, purposeful media use, and time-management practices among university students.