Abstract
This study examines how undergraduates at Adekunle Ajasin University in Akungba Akoko, Ondo State, Nigeria, use social media and their propensity for addiction. It also looks at how social media addiction affects students' ability to manage their time and participate in class. The research is grounded in Griffith’s (2005) theory of addiction, which emphasises and evaluates six essential aspects of social media use. This study used a cross- sectional and descriptive methodology to assess social media use, trends, and addiction. A quantitative survey method was used to collect data from students in several departments in order to assess platform use frequency, online time, engagement objectives, and the effects of excessive social media use on time management and academic engagement. The study revealed that the most popular platforms are Instagram (96.5%), WhatsApp (93.4%), and FB (90.0%). Next in line are TT (89.1%), X formerly Twitter (88.6%), and YT (79.0%). Snapchat was the least popular app (25.3%). The majority of the respondents (62.4%) spend 4–6 hours daily on social media, with 23.6% exceeding 6 hours. Undergraduates primarily use social media for business/marketing (73.8%) and entertainment (72.5%), while academic collaboration (57.2%) and news updates (59.8%) also rank notably. The research demonstrates a significant incidence of social media addiction with a weighted mean score of 3.33. Similarly, a significant 71.2% of the respondents reported negative effects on relationships and academic engagement, as indicated by a high mean score of 4.65. The only demographic factor that was substantially correlated with levels of addiction was age. This study sheds light on how university undergraduates’ mental health and academic engagement are impacted by excessive or regular social media use. The study looks at addiction levels and behavioural patterns to provide evidence-based recommendations for organisations, legislators and medical professionals to create targeted interventions that encourage better digital habits. By discussing mental health issues associated with social media use, the study supports SDG 3, and by examining how digital behaviour affects academic engagement, it supports SDG 4. This study offers novel empirical evidence on social media addiction and its behavioural effects in a Nigerian university setting, which is comparatively understudied in international research on digital health and education. Its unique value resides in bridging the gap between the Sustainable Development Goals, especially SDGs 3 and 4 and the digital behaviour of young people. The study not only draws attention to an increasing academic and public health concern, but it also places the findings in the larger context of sustainable development, providing both local and global relevance.