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This study explores the AI literacy and familiarity of Library and Information Science (LIS) students across South Asia, specifically Bangladesh, India and Pakistan, and the Middle East, including Jordan, Lebanon and Saudi Arabia. A total of 816 students participated in the quantitative study, the research examines key areas such as AI literacy and familiarity levels, usage of AI tools, ethical perceptions of AI, the integration of AI literacy into LIS curricula and the role of AI in librarianship. The findings indicate that LIS students in South Asia generally exhibit basic to advanced levels of AI literacy, with Bangladeshi students demonstrating the strongest familiarity and proficiency with AI tools. In contrast, students from Jordan and Pakistan report comparatively lower levels of AI literacy and familiarity. Middle Eastern students, particularly in Saudi Arabia, display advanced AI literacy skills, reflecting a growing engagement with AI tools and technologies. Additionally, female students tend to report higher AI literacy scores compared to their male counterparts, suggesting gender-based differences in AI engagement and self-assessment. The study underscores the importance of integrating AI literacy into LIS curricula to bridge existing gaps and prepare students for emerging academic and professional requirements. Recommendations include the design of targeted educational strategies to develop AI competencies, ensuring that future LIS professionals are equipped to navigate the evolving landscape of AI-driven library and information management services.
Hossain et al. (Tue,) studied this question.