Nursing faculty are expected to teach current evidence, guide clinical learning, and respond to students who may use mobile and digital information tools with confidence. Faculty members whose initial professional or teacher preparation took place before 2000 may have encountered a substantially different information environment. This study proposes to examine how nursing educators in Kerala recognize knowledge needs, seek and assess information, update their teaching, and cope with the technical, academic, psychological, wellbeing, and financial demands associated with continuing digital change. It will examine whether perceived student–teacher differences in digital fluency are linked with reduced professional confidence, stress, perceived teaching performance, student experience, and work productivity, and whether faculty improvement opportunities and organizational support buffer these pressures. Particular attention will be paid to preparation before 2000, without treating age or training period as a proxy for ability. Wilson’s information behaviour model will guide analysis of context, information need, intervening factors, information-seeking activity, and information use. A cross-sectional mixed-method design is proposed, combining a stratified faculty survey with interviews about recent information-updating experiences; student feedback may be added to assess satisfaction directly. For preliminary planning only, the paper uses an assumption of approximately 25 teaching staff per institution across programmes from GNM to MSc Nursing. A working estimate of 152 institutions would yield about 3,800 faculty members; this is not an official population count and must be verified against current programme-wise institutional and faculty registers before sampling. No sex-disaggregated statewide faculty count has been established for this proposal. The study could inform supportive faculty development, management practices, library services, mentoring, and mobile-compatible learning opportunities.