Journal of Education, Society and Behavioural Science

Information literacy is the ability to find, evaluate, and ethically use reliable information to solve problems and create knowledge in academic and professional settings. This study explored the lived experiences of distance education students with online information literacy instruction at the University of Health and Allied Sciences (UHAS), Ghana, and examined the perceived challenges and learning benefits associated with this mode of instruction. A qualitative research approach was adopted, involving semi-structured interviews with 20 sandwich nursing students selected through purposive sampling. Data were analyzed using thematic analysis with NVivo software. The findings revealed that students generally perceived online information literacy instruction as structured, relevant, and beneficial for their academic and professional development. Four themes emerged regarding students’ experiences: exposure to structured but unevenly accessible instruction, reliance on blended learning and recorded materials, development of digital academic competencies, and the influence of clinical and community work environments. Challenges identified included poor internet connectivity, high data costs, limited access to digital devices, and competing professional responsibilities, which often disrupted participation in synchronous sessions. Despite these barriers, participants reported significant improvements in database searching, critical evaluation of information sources, evidence-based practice, academic writing, and confidence in using digital resources. The study concludes that online information literacy instruction plays a vital role in supporting distance learners’ academic success and professional growth. It recommends strengthening asynchronous learning opportunities, enhancing digital infrastructure, and providing continuous technical support to improve equitable access and learning outcomes.