Abstract

With the rapid growth of digital technology in public health, eHealth literacy (eHL) has become essential for accessing and understanding online health information. Nevertheless, Existing literature shows conflicting evidence on how eHealth literacy relates to physical activity among university students across diverse settings. This systematic review analyzed 10 studies published from 2000 to 2025, which were retrieved from PubMed, Web of Science, and Scopus in accordance with PRISMA guidelines. The screening process was carried out independently by two reviewers, who evaluated titles, abstracts, and full-text studies in line with predefined eligibility criteria, and the quality of each study was assessed. Data extraction collected study characteristics, measurement tools for eHL and PA, and reported associations, including correlation coefficients, mean differences, and statistical significance. Among the included 10 studies, 5 reported a significant positive association between eHL and PA, 1 reported a negative association, and the remaining 4 found no significant or inconsistent relationships, indicating variability across studies. Effect sizes varied, reflecting differences in the strength of associations and contextual influences. However, intervention studies indicated that brief improvements in eHealth literacy (eHL) did not consistently result in higher levels of physical activit. These results largely align with the Health Belief Model. Future studies should use longitudinal or experimental approaches to better determine causal relationships and long-term outcomes. Interventions should be multi-level, sustained, and tailored to students’ needs.