13.00.00 - Педагогические науки
Digital Competence, Media and Information Literacy, and Artificial Intelligence Literacy among Library and Information Science Students in Uzbekistan: A Descriptive Cross-Sectional Survey
- Том 10 № 31 (2026): Social Science and Innovation — 2026-yil oktabr soni
- 2026-10-31
- Открытый доступ
Ключевые слова:
digital competence; media and information literacy; artificial intelligence literacy; library and information science education; LIS students; UzbekistanАннотация
Purpose. Library and information science (LIS) programmes are expected to prepare graduates who can use digital technologies, evaluate media content critically and understand the role of artificial intelligence (AI) in information services. Empirical evidence on these competencies among LIS students in Uzbekistan is scarce, and existing studies rarely separate what students believe they can do from what they know. This study describes the digital competence, media and information literacy (MIL) and AI literacy of LIS students in Uzbekistan, distinguishing self-reported competence from responses to knowledge items.
Design/Methodology. A descriptive cross-sectional survey was conducted among full-time LIS students at three higher education institutions in Tashkent and Nukus (accessible population ≈ 668). Two independent online questionnaires were used: a digital competence questionnaire based on DigComp 2.2 (n = 105) and an MIL and AI literacy questionnaire based on the UNESCO MIL framework (n = 173). Data were summarised with frequencies, percentages, means, standard deviations and 95% Wilson confidence intervals.
Results. Most students rated their overall digital skill as intermediate (60.0%); only 9.5% rated it as high, and 37.1% reported being able to perform a complex database search independently. Half (51.4%) were familiar with the concept of media education, 72.8% considered it important and 76.9% favoured compulsory practice-oriented courses. Only 26.0% felt confident in verifying the reliability of sources. On single-best-answer knowledge items, 58.4% identified the principles of cyberethics, 55.5% the analytical role of AI in media content, 48.6% the components of critical evaluation and 39.9% the core principle of media security.
Conclusions. Students reported broadly positive attitudes towards media education but limited confidence in source verification, and fewer than half answered the critical-evaluation and media-security knowledge items correctly. These descriptive findings suggest priorities for LIS curricula: practice-oriented source verification, digital safety and professionally oriented AI literacy. The results describe perceived competence and selected knowledge rather than demonstrated performance and cannot be generalised beyond the participating institutions.
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Copyright (c) 2026 Barno Ganieva, Nadira Usmanova, Khadichakhon Asatillaeva, Dilafruz Rasuleva (Muallif)
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