Integrating User Experience Design in Library and Information Science Education: A Mixed-Methods Study at an Omani Academic Institution

This paper investigates how the User Experience (UX) design principles, as a developing trend, are incorporated into LIS education in Sultan Qaboos University. It analyzes the current situation, difficulties in application, and the curricular promise. Adopting a mixed-methods design, the study collected quantitative data from LIS students and alumni as well as qualitative interviews with faculty and library practitioners. The results reveal substantial shortcomings in regard to UX design education, including low levels of integration across the entire curriculum and variable student comprehension of key issues. The analysis identified specific barriers to implementation, including challenges with the application of theory into practice, interpretation of technical language, and administrative obstacles. Students indicated a clear preference to active learning methods, preferring workshops and exercises. Further, the paper highlights the importance of the local context in the implementation of UX, with economic considerations taking precedence. It was also found that there was no difference in knowledge, perceived importance, or interest in learning by academic year, suggesting that education is not preparing students to gain a deeper understanding of UX. This research contributes to the growing body of literature on the integration of UX design in LIS education, in an under-studied geography and culture, and emphasizes the importance of culturally appropriate initiatives in parallel with the global standards. The authors recommend systematic introductions to UX principles in existing programs, stronger emphasis on real-life training experiences, and increased institutional support to work around resource and administrative issues such as restrictions and difficulties in working with external collaborators.