Social media has transformed the way people create and share information, with undergraduates emerging as one of the most active groups of content producers in Nigeria. This paper examines media literacy and motivation factors as predictors of user-generated content (UGC) among undergraduates in Lagos State, Nigeria. The paper argues that the level of media literacy an individual possesses and the nature of motivations driving social media use significantly determine the extent and quality of UGC production. Using Uses and Gratifications Theory, Technological Determinism Theory, and the Technology Acceptance Model as theoretical anchors, the paper establishes that media-literate individuals who are purposively motivated are more likely to produce content that is credible, engaging, and socially valuable. Situated within the Nigerian context, the paper also highlights how extrinsic motivations, when unchecked by critical media competencies, can contribute to the spread of misinformation. Theoretical, practical, and societal implications are discussed, including the need for digital literacy education in Nigerian universities and evidence-based policy frameworks. The paper contributes to the growing body of communication scholarship on digital media participation in Africa.