Digital Literacy and Institutional Support as Predictors of Library Database Use among Undergraduate Students in Two Nigerian Universities

University libraries invest heavily in electronic databases, but the return on that investment depends on whether students can use them and on the institutional conditions that make access possible. This study examined the extent of library database use among undergraduates in two Nigerian universities and tested whether digital literacy and institutional support predict that use. A descriptive survey was conducted at the Federal University of Agriculture, Abeokuta (FUNAAB) and Obafemi Awolowo University (OAU), Ile-Ife. A sample of 379 undergraduates, allocated proportionately (119 from FUNAAB and 260 from OAU), completed a structured online questionnaire using a four-point agreement scale. Mean scores showed moderate database use (M = 2.64) and favourable ratings of digital literacy (M = 3.00) and institutional support (M = 3.00). Digital literacy (β = .54, R² = .29) and institutional support (β = .71, R² = .51) each significantly predicted database use (both p < .001). Together they explained 55.8% of the variance, F(2, 376) = 237.62, p < .001, and institutional support was the stronger predictor (β = .59 versus β = .26). The findings suggest that building students’ digital skills will yield limited gains unless it is matched by dependable electricity, connectivity, remote access and responsive library support. Because the design is cross-sectional and self-reported, the results indicate association rather than causation, and the study does not measure academic performance or test moderation.