Self-directed learning has gained significant attention in the field of education as it provides students with the skills and abilities necessary for lifelong learning. The objective of this research was to examine students' perceptions and practices related to self-directed learning, while also assessing the extent to which their confidence in this learning approach is supported by evidence. Methods: A cross-sectional survey was conducted by 26 research project students among 531 participants in 3rd, to 5th-year students ( 63.7% females) in one Dental institute. Results: Fifth year students were the main respondents (62.7%). Students had an average screen time of 6.45 hours on their mobiles last week, with males averaging higher (6.73h, t=-2.01, df=526. p=045). For the Modified eHealth Questionnaire, there was no difference between perceptions of both genders (t= 1.239, df =529, p=0.216), but the 5thYr student scores higher –better- (F=3.499, p=0.031). Curriculum and extra-curricular subjects where students felt a need for online searches are reported. The overall perceptions for educational online-resources were positive. While many students feel comfortable incorporating internet-based information into their learning and clinical decision-making (positive perception 62%), a significant number lack the skills to assess whether the information is credible and evidence-based (Negative or neutral 63.3%). Conclusions This discrepancy poses a risk, as students may unknowingly rely on inaccurate or substandard materials, potentially affecting their education and patient care. To address this, there is a clear need for improved training in digital literacy and critical evaluation of online resources.