Digital Literacy, ChatGPT Adoption and AI Integration Among Lis Research Scholars in Selected Central Universities in North India

The integration of Artificial Intelligence (AI) tools such as ChatGPT is rapidly transforming academic and research practices in higher education by influencing how research scholars access, evaluate and generate information. Within the field of Library and Information Science (LIS), the increasing adoption of ChatGPT has created new opportunities for research support, scholarly productivity and AI integration while simultaneously raising concerns regarding academic integrity, ethical AI use, institutional preparedness and responsible adoption. However, empirical evidence on digital literacy, ChatGPT adoption, and AI integration among LIS research scholars in Indian higher education remains limited. This study aims to examine digital literacy, ChatGPT adoption, and AI integration among LIS research scholars in selected Central Universities in North India. Specifically, the study applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors influencing research scholars’ perceptions and adoption of ChatGPT in academic and research activities. A quantitative, descriptive and cross-sectional research design was adopted. Data were collected using a structured questionnaire comprising both closed- and open-ended questions. During the (2024–2025) academic year 212 valid responses were obtained from LIS research scholars enrolled in five selected Central Universities in North India. Descriptive statistical techniques and Welch’s t-test were employed to analyze respondents’ perceptions and examine gender-based differences. The findings indicate that LIS research scholars demonstrate a generally positive perception of ChatGPT, particularly with respect to Performance Expectancy (PE), Effort Expectancy (EE) and Social Influence (SI). Significant gender-based differences were observed in Performance Expectancy. Respondents acknowledged ChatGPT’s benefits in improving research efficiency, enhancing information accessibility, supporting academic writing, and facilitating AI integration in research activities. Nevertheless, concerns regarding overreliance on AI, limited institutional AI policies, inadequate faculty guidance, and ethical challenges associated with AI use were also identified. The findings further highlight that digital literacy plays a critical role in supporting the responsible adoption of ChatGPT and AI technologies in higher education. Unlike previous studies that primarily examine general AI adoption, this study extends the application of the UTAUT framework by integrating digital literacy, ChatGPT adoption, and AI integration within the context of LIS research scholars in selected Central Universities in North India. The study provides empirical evidence that contributes to the growing body of knowledge on AI-enabled research practices and offers practical implications for universities, librarians, faculty members, and policymakers to strengthen institutional AI policies, enhance digital literacy programmes, and promote the responsible integration of AI technologies in academic and research environments.