Digital literacy has become an essential competence for effective participation in technology-driven learning environments in the 21st century. This study examined the relationship between digital literacy and the use of mobile technology devices for academic activities among students of Emmanuel Alayande College of Education, Oyo State, Nigeria. A descriptive survey research design was adopted for the study. Using simple random sampling and a sampling fraction of 9%, a sample of 219 students was selected from a population of 8,727 students. A structured questionnaire was used for data collection, and 208 completed questionnaires were returned, representing a response rate of 95%. Data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics (Pearson Correlation). The findings revealed that the majority of respondents possessed moderate levels of digital literacy. Students reported frequent use of mobile technology devices for academic activities such as searching for information, completing assignments, and downloading scholarly materials. The correlation analysis showed a significant positive relationship between digital literacy and academic use of mobile technology devices (r = .367, p < .001). In addition, a strong positive relationship was found between mobile technology device use and students’ academic activities (r = .640, p < .001). The study concludes that digital literacy plays a critical role in enabling students to utilize mobile technology devices effectively for academic purposes. It is therefore recommended that educational institutions strengthen digital literacy training and integrate technology-supported learning practices into their instructional strategies to enhance students’ academic activities.