This systematic literature review analyzes factors promoting research literacy among university students based on 50 studies published between 2015–2025. Following PRISMA guidelines, studies were selected from Scopus, Web of Science, and Science Direct databases. The findings reveal research literacy as a multidimensional competency operating through three interconnected dimensions: personal (63%), pedagogical (23%), and institutional (14%). Personal factors emerged as the strongest predictors, with information literacy (d = 0.82) and research self-efficacy (d = 0.76) showing the highest effect sizes. Pedagogical factors, though less represented, demonstrated significant impact, particularly library-faculty collaboration (d = 0.94) and structured instruction (d = 0.78). Institutional factors, including frameworks and technological resources, proved essential for amplifying other variables’ effects. The review identified a paradigmatic shift from traditional information literacy toward critical artificial intelligence literacy, with a 410% growth in AI-related studies between 2023–2025. Bibliometric analysis revealed geographical concentration in Europe and Asia (50%), highlighting underrepresentation of Global South perspectives. Methodological limitations include predominance of correlational designs (36%) and scarcity of longitudinal studies (12%). The study proposes an integrative framework emphasizing the systemic nature of research literacy development, requiring coordinated interventions across personal, pedagogical, and institutional levels. These findings provide evidence-based guidance for designing comprehensive educational strategies that foster critical thinking, information evaluation, and ethical research practices in contemporary higher education contexts.
Morales et al. (Thu,) studied this question.