Assessment of Digital Literacy Skills of Final-Year LIS Students for Employability in AI-Driven Hi-Tech Industries in South-East Nigeria

As the world races into an AI-driven future, the dreams of final-year LIS students in southeast Nigeria hang in the balance—dependent not just on their degrees but on the digital confidence they carry beyond graduation. The objectives of this study include evaluating students’ current digital literacy, assessing the impact of AI on these skills, exploring the role of educational institutions, identifying key challenges, and recommending curriculum enhancements. A mixed-methods approach was employed, combining a structured questionnaire administered to 272 final-year LIS students and in-depth interviews with five faculty members and industry professionals. Quantitative data were analyzed using descriptive and inferential statistics, while thematic analysis was applied to qualitative data. Findings reveal that a majority of students are proficient with basic digital tools like word processing and presentations, yet they struggle with advanced functions such as complex spreadsheet operations. While 75.7% of students report familiarity with advanced digital technologies such as AI and data analytics, there is a gap in practical exposure, with 42.3% indicating limited opportunities to use cutting-edge technologies. Key challenges identified include limited access to modern digital tools, inadequate training in advanced technologies, and a lack of industry collaboration, which restrict students’ exposure to real-world applications. Despite moderate institutional efforts to integrate AI into the curriculum, significant gaps remain in critical thinking, problem solving, and ethical considerations related to AI. The study recommends that institutions enhance AI-related training, foster stronger partnerships with industries, and address the infrastructural and resource constraints limiting students’ digital literacy development.