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Artificial intelligence (AI) is increasingly embedded in library systems, creating a pressing need for AI-literate Library and Information Science (LIS) professionals. This study explores the state of AI literacy through a cross-sectional survey of 317 LIS professionals across six countries in South Asia and the Middle East. The analysis examines three domains of competence: cognitive understanding, behavioral application and normative awareness. Results reveal relatively strong conceptual knowledge, moderate ethical awareness and comparatively limited practical integration of AI into professional practice. While gender and national differences were not statistically significant, notable variations emerged by age, educational background and library type, highlighting how demographic and institutional factors shape readiness for AI adoption. To interpret the findings and propose pathways for development, the study employs the Human-centered AI Literacy (HcAiL) Framework, which encompasses four interrelated dimensions: Foundational (cognitive), Operational (behavioral), Critical (normative) and Transformational (transformative) aspects of AI literacy. The research advances the discourse on digital transformation in librarianship and offers practical insights for curriculum reform, professional development and institutional policy, particularly in regions underrepresented in global debates on AI adoption.
Khan et al. (Thu,) studied this question.