HIV/AIDS knowledge levels among senior university students: a sociodemographic perspective

Aims: The aim of this study was to assess the knowledge levels of final-year students studying in different faculties of Dicle University regarding HIV/AIDS, to identify differences between faculties, and to determine sociodemographic determinants affecting knowledge levels. Methods: This cross-sectional study was conducted between January 1 and March 1, 2025, in the Faculties of Medicine, Dentistry, Pharmacy, Nursing, Education, Engineering, Veterinary Medicine, Agriculture, and Theology. The study population consisted of 4,406 final-year students, and the sample size was calculated as 354 based on a 50% prevalence, a 5% margin of error, and a 95% confidence interval. The sample was proportionally distributed among faculties, and participants were reached using convenience sampling. Data were collected using a face-to-face administered questionnaire. The data collection form consisted of two sections: sociodemographic characteristics and sources of information related to HIV/AIDS, and the 21-item AIDS Knowledge Scale, which has established validity and reliability. Statistical analyses included descriptive statistics and normality assessment using the Shapiro–Wilk test. For comparisons between groups, the independent samples t-test was used when parametric assumptions were met, whereas the Mann–Whitney U test was applied when these assumptions were not satisfied. Effect sizes for pairwise comparisons were calculated using Cohen’s d. In addition, multivariable linear regression analysis was performed to identify independent factors associated with the total knowledge score. A p-value of <0.05 was considered statistically significant. Results: A total of 354 students participated in the study (mean age: 23.37±2.49 years; 57.1% male). The mean total score of the AIDS Knowledge Scale was 15.14±2.98 (range: 6–21). A statistically significant difference was found among faculties. Students from the faculty of medicine had the highest mean score (18.03±2.49), which was significantly higher than those of other faculties (p<0.001). The mean scores of some health-related faculties, such as nursing (13.41) and pharmacy (14.29), were below the overall average. Overall, 9.3% of participants reported that they had no knowledge about HIV/AIDS. Students who obtained information from university based sources had significantly higher scores (16.48±2.93) compared to those who obtained information from other sources (14.75±2.88; p<0.001). Higher knowledge scores were observed among students whose fathers had a high school education or above (15.51±2.99; p=0.013). Participants who described their income level as low had lower knowledge scores (14.05±3.08; p=0.003). No significant association was found between knowledge scores and gender or maternal education level. In the multivariable regression analysis, socioeconomic variables particularly paternal education level and income remained significant predictors of HIV/AIDS knowledge, whereas faculty type was no longer significant, suggesting that socioeconomic background may be a stronger determinant of HIV/AIDS knowledge than academic discipline. Conclusion: University-based education and socioeconomic indicators influence HIV/AIDS knowledge levels. A lack of knowledge exists particularly in some health-related faculties outside the faculty of medicine. This finding indicates the need for interdisciplinary and structured HIV/AIDS education programs across faculties. The regression analysis further revealed that socioeconomic factors, particularly paternal education and income level, were stronger predictors of HIV/AIDS knowledge than faculty affiliation, underscoring the need for interventions that extend beyond curriculum-based approaches to address broader socioeconomic inequalities in health literacy. The results may provide guidance for targeted interventions and educational policies at the university level.