Patterns of artificial intelligence use in education and research among Library and Information Science students at the University of Eswatini

Résumé fourni par la source

This study examines the awareness, perceptions, and use of artificial intelligence (AI) among Library and Information Science (LIS) students at the University of Eswatini (UNESWA). A quantitative cross-sectional survey design was employed. Data were collected from 70 Library and Information Science students using a structured questionnaire consisting of four sections measuring AI awareness, perceived usefulness, attitudes, and challenges. Descriptive statistics and inferential analysis were used to analyze the data. Guided by the Technology Acceptance Model (TAM), the study investigates factors influencing students’ adoption of AI tools in academic contexts. The findings reveal relatively low levels of AI awareness among students. However, a majority perceived AI as useful (70%) and expressed strong interest in integrating it into academic activities (93%). Students acknowledged the potential of AI to improve research efficiency and learning engagement; however, concerns regarding the reliability of AI-generated content and issues of academic integrity were widely reported. Inferential analysis indicated no statistically significant differences in awareness across year levels, suggesting limited exposure to AI within the current curriculum. The study provides empirical evidence from a developing country context and highlights the need for structured AI literacy training, ethical guidelines, and curriculum reform to better prepare students for AI-driven academic and professional environments.

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