The study aimed to identify the prospects of ambient intelligence (AmI) technology for smart library environments in academic settings, and to reveal the challenges for an effective adoption of AmI technology in libraries. Systematic literature review (SLR) methodology was applied to address the study’s objectives. 20 peer-reviewed papers published in 12 world’s renowned digital databases were selected to conduct the study. Findings of the study showed that technological advancements, personalization, context-awareness, human-centered services, integration of physical and digital resources, and lifelong learning are key factors that influence the adoption of ambient intelligence technology in libraries. Results of the study showed that financial and resource constraints, ethical, privacy, and security concerns, technical and infrastructural complexities, and human and organizational barriers caused challenges for the effective adoption of AmI technology in library settings. The study has provided pertinent theoretical, managerial, methodological, and social implications. It has offered practical recommendations for an effective adoption and sustainability of AmI technology for smart library environments in academic settings.
This study examines the scientific landscape of research on biological maturation in youth sport through a comprehensive bibliometric and network analysis. A total of 457 publications indexed in Web of Science were analyzed to identify production trends, thematic evolution, authorship structures, institutional collaboration patterns, and citation dynamics. Network structure was assessed using Total Link Strength (TLS). Results reveal sustained growth in publications since 2012, with maturation emerging as a central thematic axis linked to talent identification and performance research. The field exhibits moderate collaborative density, characterized by hub-oriented structures in which a limited number of authors and institutions concentrate structural influence. Institutional analysis indicates productivity concentration consistent with cumulative advantage dynamics, alongside asymmetrical participation across regions. These findings suggest that research on biological maturation in youth sport is undergoing conceptual consolidation while remaining structurally centralized. Greater cross-regional and interdisciplinary integration may enhance scientific equity and knowledge diversification within the field.
This study examines students’ attitudes toward declaring the use of generative artificial intelligence (GenAI) in academic writing within Nigerian library schools, against the backdrop of increasing adoption of AI tools and growing concerns about academic integrity and transparency. A cross-sectional survey design was adopted, and data were collected through a structured questionnaire administered to 374 library and information science students across selected Nigerian universities. Descriptive and inferential statistics were used for data analysis. The findings reveal widespread use of AI-assisted academic tools, particularly conversational AI systems, for various academic writing tasks. However, students exhibited generally weak attitudes toward declaring AI use and demonstrated low and inconsistent levels of disclosure, often declaring only when explicitly required. Awareness of institutional policies was also limited, and no significant relationship was found between policy awareness and attitudes toward declaration. The study revealed that the major factors influencing disclosure included fear of academic penalties, lecturer expectations, unclear guidelines, and concerns about negative judgement. The study concludes that while GenAI tools are deeply integrated into students’ academic writing practices, transparency in their use remains limited due to ambiguity, fear, and insufficient institutional guidance. It recommends that universities develop clear AI policies, integrate disclosure requirements into assessment practices, and provide structured training to promote ethical and transparent AI use.
Delivering quality and excellent service delivery has become a winning strategy for service organisations like public libraries in a world where services account for large percentages of gross domestic product (GDP). Excellence sustains a customer's confidence in an organization, results in more new customers and ensures profitability and sustainability. The purpose of this study was to measure the extent of the quality of service using the five conventionally recognised dimensions of service quality, determine the order of relative importance of the five dimensions, and propose solutions to the quality gaps identified in the study. Anchored on the Gaps Model of Service Quality (GMSQ), the study employed a stratified random sampling technique, wherein the researchers targeted to collect primary quantitative data from 455 registered users. With the help of staff within the three selected public libraries, the subjects were categorised as either youth or adults. A standardised, six-point Likert scale SERVQUAL instrument, derived from the pioneering works of Parasuraman et al. was administered, and 254 users responded, yielding a 55.8% response rate. The findings revealed that for the five dimensions under investigation, a collective average service quality gap score of -1.2, was realised, indicating that the perceived quality of service delivered by the three libraries fell below customers' expectations. This suggests the need for the concerned libraries to strategise appropriately for quality control. From the findings, the study offers some recommendations for improvements. This study also contributes to the existing studies assessing service quality and library user input in evaluating information services.
Information behaviour study is an attempt to understand how different categories of users respond to, and utilise information products. This study focussed on exploring the behaviour patterns in North Western Uganda with attention to their information seeking behaviour patterns and their information use behaviour. The study was carried out in Northern Uganda, in the West Nile Province at Bidi Bidi refugee settlement camp. Adult refugee participants were investigated using qualitative techniques that allowed depth in data collection. Data was collected using interviews both individual and group as well as non-participant observation. Using ATLAS.ti 24, qualitative data was analysed thematically to answer the study questions. Findings of the study showed that refugees’ information behaviour depicted different information seeking behaviour patterns and approaches whether passive or active. Refugees exhibited varying information behaviour patterns in their information environments depending on the nature of information they sought and their character. Refugees used the information they found to respondent to their essential needs individually and as groups. Information validation and information sharing were key highlights that described refugees’ information use behaviour in North Western Uganda. Having knowledge on the different information seeking patterns adopted by refugees is beneficial to refugee service providers to develop different strategies to information dissemination that are supportive to all refugees categories.
Patent has emerged as one of the core components of national competitiveness. University libraries, as repositories of literature and information resources, are uniquely positioned to support patent information services (PIS). The training mode, content, and specific practices for enhancing the capabilities of service personnel in patent information centers in Germany and the United States are investigated and the advantages and characteristics of these training methods are summarized in this study. The results of a comparative analysis with ALACCs are presented and six key directions for enhancing the PIS capabilities of university librarians are identified. Based on the above investigation, analysis, and summary, a PIS capability enhancement model for university librarians is constructed according to the development positioning of disciplines in universities, the current status of PIS in university libraries, and the levels and characteristics of service personnel. Four factors are included in this model, that is, environmental support, incentive mechanisms, education and training, and evaluation and feedback. Specific practical methods are also provided for each factor, aiming to cultivate specialized librarians with advanced PIS capabilities. This model offers valuable insights for establishing professional and systematic PIS in university libraries.
This study explored the relationship between digital literacy skills and utilisation of online reproductive health information among child-bearing women in selected health centres in Ogun State, Nigeria. A survey research design of the correlational type was adopted. A simple random sampling technique was employed to capture 310 child-bearing women in selected health centres in Ogun State. A questionnaire was used for data collection, and data were analysed using descriptive and inferential statistics. The findings show that the major sources of online reproductive health information among child-bearing women surveyed were social media (264, 93.3%), internet sites (253, 89.4%), and the World Health Organisation (228, 80.6%). The level of utilisation of online reproductive health information among child-bearing women surveyed was high (M = 3.04). The level of digital literacy skills of the child-bearing women surveyed was high (M = 2.92). There was a significant but negative relationship between digital literacy skills and utilisation of online reproductive health information among child-bearing women surveyed (r = -.152; p < .05). Health authorities and stakeholders should focus on utilising and optimising social media platforms and reputable organisations like the World Health Organisation (WHO) as key channels for disseminating reproductive health information.
This study explores the integration of diversity, equity, and inclusion (DEI) within the curricula of European iSchools with LIS programmes, addressing the gap between DEI’s widely recognised importance and its limited implementation in educational practice. Although DEI is a core value of library and information science, its systematic presence in European iSchool with Library and Information Science (LIS) programmes remains underexamined. An exploratory two-phase study was conducted across all European iSchools offering LIS programmes (n = 18). The first phase involved a content analysis of Master’s-level course syllabi to evaluate the presence, scope, and depth of DEI topics. Drawing on published literature, a framework to identify and categorise DEI-related content was developed. This framework was then applied to the course syllabi. The second phase surveyed instructors to examine their perceptions, teaching experiences, and challenges related to DEI education. Quantitative and qualitative analyses reveal that DEI is inconsistently and often peripherally represented. Only 12 of the 18 institutions offered courses addressing DEI, primarily as electives and typically in a partial or fragmented manner. While most instructors reported strong support for the importance of DEI, fewer than half believed their programmes addressed it in a substantive way. Coverage was uneven, with greater attention given to age, disability, and general diversity topics, while race, gender, and religious diversity received limited focus. Insufficient faculty preparedness and a lack of institutional prioritisation emerged as key barriers. The findings suggest that DEI remains marginal rather than foundational in European iSchool LIS education, highlighting the need for systematic curricular integration and sustained faculty development.
Library and Information Science (LIS) education in Nigeria faces increasing pressure to adapt curricula to the demands of a rapidly evolving digital society. This study investigates the integration of emerging technologies into Library and Information Science (LIS) education in Nigeria. The study examines the extent of integration of emerging technologies in LIS curricula in Nigeria, identifies gaps between training and industry requirements, and proposes a framework for curriculum reform based on the findings. A multimethod design was adopted, beginning with a content analysis of curricula from six purposively selected universities across Nigeria's geopolitical zones, followed by semi-structured interviews with heads of library schools to explain the patterns observed in the curriculum analysis. Findings revealed that only 18% of the curricula incorporated emerging technologies, mostly at an introductory level, with advanced areas such as AI, data science, and cloud computing largely absent. Educators highlighted challenges, including outdated infrastructure, weak industry linkages, inadequate staff capacity, and restrictive policy frameworks. The study concludes that Nigerian LIS graduates risk under-preparedness for technology-driven information environments without deliberate reform. A framework is proposed emphasizing curriculum restructuring, pedagogical innovation, staff retraining, infrastructural investment, industry collaboration, and policy realignment. The study recommends sustained integration of advanced technology courses as core requirements, alignment with global standards, and proactive engagement with regulatory bodies to ensure LIS education in Nigeria remains relevant and globally competitive.
As African universities increasingly adopt AI technologies for teaching, research, learning, and administration, concerns arise about safeguarding the personal data and privacy of faculty, staff, and students. The adequacy of existing legal frameworks to protect personal information amidst these immersive technologies remains uncertain. This study examines how African universities can balance leveraging AI-enhanced educational opportunities while protecting data privacy rights. Using the Technology-Organization-Environment (TOE) framework, the study employed an explanatory sequential mixed-methods approach across universities in South Africa, Kenya, and Ghana. Quantitative data from 90 participants were analysed using SPSS (t-tests, regression, ANOVA, chi-square, correlation), while qualitative data from key informants were thematically analysed using NVivo. Findings indicate moderate AI adoption in African universities, with Kenya showing the highest rate, followed by South Africa and Ghana. Technological context and organisational readiness significantly influenced positive perceptions of data protection. However, weak enforcement of Ghana's Data Protection Act, South Africa's POPIA, and Kenya's Data Protection Act negatively impacted trust. Qualitative insights revealed poor policy communication, insufficient staff training, and widespread distrust in regulatory institutions. The study proposes a three-pillar framework to guide African universities towards robust data protection and ethical AI integration, focussing on institutional accountability, privacy by design, and effective legal enforcement as crucial for fostering trust in AI-driven educational systems. The research recommends strengthening institutional policies and capacity, urging universities to develop and implement comprehensive data protection policies aligned with both national and international standards.
This study investigates how work-family conflict (WFC) and family-work conflict (FWC) relates to organizational commitment in Vietnamese museums, with job burnout and organizational justice examined as potential mediating mechanisms. Using a quantitative design, the study analyzes survey data from 285 employees across twelve museums in Vietnam. The hypotheses were tested using linear regression analyses. The findings show that FWC significantly impact on continuance commitment. In addition, high workload partially mediates the association between FWC and continuance commitment. By situating these relationships in Vietnam, an emerging economy, the study extends the work-family interface literature with evidence from a non-Western context. Two managerial implications are highlighted in here. First, museum leaders should implement targeted strategies and workplace policies to mitigate the adverse consequences of FWC. Second, training programs that help employees recognize and manage FWC and burnout may reduce their negative effects and strengthen organizational engagement. The study also contributes theoretically by integrating four constructs-work-family conflicts, organizational justice, job burnout, and organizational commitment-within a single analytical framework. To the authors' knowledge, no previous studies have challenged these issues in Vietnam, making this research a meaningful step toward extending work-family conflict theory beyond Western settings.
Purpose: This study examines artificial intelligence (AI) literacy and its influence on the adoption of human-centered AI among Generation Z (those born between 1997 and 2012) in Pakistan pursuing education and career in Library and Information Science (LIS). Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and UNESCO's AI Competency Framework, the study examines how AI literacy and awareness of human agency shape students' behavioral intention and actual use of AI in academic research. Methodology: A quantitative survey design was employed, with convenience sampling. Data were collected from 680 MPhil and PhD LIS research students enrolled in seven universities. Descriptive and inferential statistical techniques, including correlation analysis, multiple regression, and moderation analysis, were used to test the proposed research model. Findings: The results indicate that performance expectancy, effort expectancy, and AI literacy have significant positive effects on students' behavioral intention and academic performance with AI. In this study, AI literacy was conceptualized as a competency-based antecedent and was found to be the most effective predictor of AI adoption; it was not examined as an outcome of prior adoption. Social influence showed mixed effects: it sometimes discouraged adoption when ethical or academic concerns were present, while facilitating conditions had a limited impact. Human agency awareness negatively influenced adoption, reflecting students' concerns about academic integrity, autonomy, and over-reliance on AI. Behavioral intention was the strongest determinant of actual AI usage. Age and gender moderated selected relationships, whereas qualification level and university type did not. Implications: The findings demonstrate that AI adoption among Gen Z LIS students is primarily literacy-driven and human-centered rather than infrastructure-driven. Universities and academic libraries must prioritize AI literacy education, ethical guidance, and human-centered AI training within LIS curricula to support responsible, effective, and sustainable AI integration in higher education.
The purpose of this paper wants to investigate the role of librarians in post-Virtual Reference Services to support collaborative student education. Particularly in higher education contexts where collaborative learning is becoming more and more important, the shift to the post-Virtual Reference Services (post-VRS) era has reshaped the professional duties of librarians. Through post-VRS practices, this study explores the responsibilities that librarians play in fostering collaborative learning among Indonesian university students. This study uses a qualitative approach with digital ethnography methods to understand the interactions between librarians and students in post-VRS. Interviews were conducted with reference librarians regarding their role in providing group-based consultations on virtual platforms. There were 10 librarians interviewed in this study, and the interviews were conducted online via teleconference/online meeting apps. The results of the study show that librarians not only act as information providers, but also as facilitators, mediators, and academic mentors who encourage a collaborative learning environment. The implementation of group-based consultation services in post-VRS is carried out through strategies of compiling topics according to needs, utilising digital information resources, and managing more participatory group discussions. Supporting factors for this service include librarian competence, institutional support, and access to information resources, while the constraints are limited digital collections, technological infrastructure, and variations in user information literacy. These findings confirm that the post-VRS service is a strategic innovation that strengthens the role of university libraries as centres of collaborative learning in the digital age.
This study examined the evolution of teaching innovation in Information Studies through a systematic patent analytics approach. Using 3,379 granted patent records published between 1980 and 2024, the research mapped technological and pedagogical trends by analyzing annual growth patterns, jurisdictional distribution, ownership structures, inventor activity, citation impact, patent families, and Cooperative Patent Classification (CPC) codes. The findings revealed a clear transition from foundational information processing technologies in the 1980s to multimedia and network-based learning systems in the 1990s, followed by the consolidation of digital libraries and instructional platforms in the 2000s. From the 2010s onward, pedagogical innovation increasingly reflected data-driven, platform oriented, and analytics-supported teaching systems, while the 2020s demonstrated the growing dominance of artificial intelligence enabled pedagogical technologies, including intelligent information retrieval and natural language processing. Jurisdictional and ownership analyses showed strong geographical concentration, with technologically advanced economies and multinational corporations leading innovation activity. Citation and patent family analyses indicated substantial technological diffusion and academic relevance, highlighting the cumulative nature of pedagogical innovation. Overall, the study demonstrated that patents serve as valuable indicators for tracing the evolution of teaching innovation and provided empirical insights into how pedagogical practices in Information Studies have been shaped by technological advancement and intellectual property dynamics.
This study provides a detailed comparative evaluation of freely available AI-powered tools designed to support the preparation of scientific literature reviews, a core competency in researcher education and training. Adopting a mixed-methods approach, seven prominent AI tools were assessed against a predefined set of weighted criteria. The findings reveal significant variations in tool performance, highlighting the need for educators and practitioners to provide targeted guidance on tool selection. While Scispace demonstrated superior comprehensive functionality (overall score: 91.5%), other tools offered notable strengths in specific niches relevant to different learning and research stages. This study contributes valuable, evidence-based insights for information science educators, trainers, and librarians on integrating these emerging technologies into research methods curricula. The aim is to enhance the efficiency, quality, and critical skills of students and researchers in their scholarly work.
The digital transformation of healthcare services is redefining how information is accessed and evaluated by citizens. While organizational progress is often measured by technical maturity, this study shifts the focus to the user's perspective. Grounded in the Donabedian framework (Structure-Process-Outcome), we investigate how Digital Maturity (Structure) and Information Literacy/Inclusion (Process) culminate in Patient Satisfaction (Outcome). Using Structural Equation Modelling (SEM) with a sample of 212 participants, the results reveal that maturity acts as a catalyst for literacy, but satisfaction is strictly dependent on effective digital inclusion. This paper contributes to 'Healthcare for Information' by highlighting that technological infrastructure alone is insufficient without a robust healthcare strategy for health information users.
Defining Program Learning Outcomes (PLOs) is a central requirement of outcome-based education (OBE) and quality assurance (QA) in higher education, yet it remains a persistent challenge for curriculum developers. Although national qualification frameworks and QA standards such as the Thai Higher Education Qualifications Framework and the ASEAN University Network Quality Assurance framework specify domains and descriptors for learning outcomes, they provide limited procedural guidance on how PLOs should be systematically derived from stakeholder needs, competency frameworks, and institutional missions. As a result, curriculum teams often rely on ad hoc or experience-based practices, leading to weak alignment between intended outcomes, curriculum design, and workforce expectations. This paper introduces the FISO framework, a structured four-stage process comprising Find, Identify, Select, and Obtain, designed to support the rigorous and transparent derivation of PLOs. Drawing on literature in OBE, competency-based curriculum design, global digital and professional competency frameworks, and conceptual models in Information Science, particularly the IFLA Library Reference Model, the study positions FISO as a conceptual-methodological contribution to curriculum design research. The framework is illustrated through an empirical mini case involving the redesign of undergraduate Information Science program at a Thai university, demonstrating how stakeholder evidence is systematically translated into validated learning outcomes. The paper concludes by discussing the theoretical and practical implications of FISO for curriculum developers, policymakers, and quality assurance practitioners, highlighting its potential to enhance transparency, coherence, and auditability in learning outcome formulation across higher education contexts.
The study aimed to identify the e-learning prospects for librarians' sustainable competence and smart library service delivery in academic settings. A systematic literature review methodology was employed to address the study's objectives. 20 peer-reviewed articles published in the world's reputed digital databases were selected to conduct the study. The study identified six key prospects of e-learning on librarians' sustainable competence development that included enhancement of digital pedagogy and instructional competence, advancement of technological adaptability and digital integration, promotion of lifelong learning and self-paced professional growth, strengthening of collaborative and global engagement skills, expansion of specialized information and content curation skills, and empowerment in user-centered service innovation. The study also revealed four key positive effects of e-learning on smart library services in academic settings that included service realignment and digital continuity, integration of intelligent systems and user analytics, expansion of digital learning ecosystems, the personalized and inclusive learning support. The study has provided the best practices to incorporate e-learning in academic settings for building sustainable competence development of librarians and innovative library services.
This study examines the importance of Internet of Things (IoT) as perceived by Indian library professionals working in Institutes of National Importance (INIs). It aims to assess their current awareness, perceived importance of IoT in various library activities and services along with limitations and initiatives required to integrate new technologies. A quantitative survey was conducted with library professionals from 18 INIs located in South India, from where 146 valid responses were received out of 153 questionnaires distributed. The survey achieved a response rate of 95.42% with data collected via physical questionnaires and Google Forms. Descriptive and non-parametric statistical tests were used to draw the inferences. IoT awareness was high (92.5%), with 78.5% reporting implementation. Essential services such as self-transactions, surveillance, and shelf management showed strong perceptions to adopt IoT (M >= 4.55), while advanced tools like drones and robotics remained limited (M <= 2.20). Benefits, including accuracy, service quality and time efficiency, were widely endorsed. Major barriers included high cost and technical skill gaps. Statistically significant differences were not observed (p > .05) majorly across gender, institutional types, and management levels. High support was noted for training, collaboration, and incentive systems with ns = >= 0.85. This is the first attempt to focus on perceptions of library professionals on IoT adoption in Indian elite academic institutions as a pilot study, providing empirical insights that inform policy, planning, and future comprehensive research on smart library transformation.
The digital transformation of healthcare is a strategic priority, but its success depends on human and organizational factors. While research has examined digital literacy and maturity, little is known about how individual skills and inclusive practices shape organizational progress. This study addresses this gap by analysing the impact of Digital Literacy (DL) and Digital Inclusion (DI) on Digital Maturity (DM) in healthcare. Using a quantitative design and Structural Equation Modelling (SEM), results confirm that DL and DI are significant drivers of DM. Notably, DI emerges as a crucial mediator, showing that organizational maturity relies not only on stakeholders' capabilities but also on equitable access and support structures. These insights emphasize that effective digital transformation must adopt human-centric strategies, prioritizing literacy and inclusion to ensure sustainable progress. By integrating these factors, healthcare organizations can strengthen digital maturity and achieve meaningful transformation outcomes.
