**5. Conclusions**

Previous studies have shown that during the COVID-19 pandemic, students' access to information and communication technologies, ICT skills, and IL were critical to their shift to online distance education and to overcoming multiple chaotic information problems.

In this study, we took a closer look at university students' IL and investigated the factors affecting students' IL. Based on the results measured in a group of 561 students using IL and SL tests as well as questionnaires on students' ICT use and psychological/learning characteristics, we came to the following conclusions:

RQ1. According to the results of the IL test, students are reasonably well information literate, and the IL does not differ by student gender or natural/social science orientation.


RQ2. Students are not equally skilled in all content areas of IL.


RQ3. There is a relationship between IL and students' scientific literacy. In both areas, students have comparable skills and achieved similar results on three cognitive levels.


RQ4. Ownership of ICT devices and ICT-rich courses do not necessarily lead to higher levels of IL among university students. However, there is a significant correlation between IL and students' confidence using the internet.


RQ5. Information literacy is influenced by some psychological parameters.


RQ6. An efficient way to reach a higher level of students' IL is to introduce a credit-bearing study course that covers all the major subject areas of IL, preferably with the use of active teaching methods.


RQ7. Students' IL can be partially explained by scientific literacy, ICT, and psychological parameters.

