Abstract: The rapid development of generative AI is transforming university information literacy education by reshaping how students access and process information. This study systematically reviews 49 research papers published between 2020 and 2024, using the PRISMA framework and thematic analysis to explore the applications, impacts, and pedagogical changes associated with generative AI in the field of information literacy education. Results show that generative AI has a wide range of applications in information literacy education, mainly in student learning support, learner-oriented personalized learning, academic research assistants, academic writing assistance, information literacy skills development, and curriculum design and teaching assistance. Generative AI has promoted students’ information retrieval, evaluation skills and critical thinking, but also brought the challenge that over-reliance on AI may weaken students’ critical thinking and information evaluation skills. Important changes in curriculum design and teaching methods are needed to introduce instruction in prompt engineering and computational thinking. The role of the teacher has shifted from knowledge transmitter to learning facilitator, emphasizing the importance of professional basic knowledge and ethical education. Through the results it is find that Generative AI can significantly enhance student learning outcomes and skills development in university information literacy education. However, its application requires caution and must fully consider potential challenges and risks. Through reasonable curriculum design, innovative teaching methods, and policy support, educators can leverage the advantages of Generative AI to cultivate high-quality talent with critical thinking, innovation, and a sense of moral responsibility. As AI technology continues to develop, information literacy education will usher in more innovations and opportunities, bringing new vitality and possibilities to higher education.

Generative AI, ChatGPT, Information Literacy, Education, Challenges, Changes

1. Adhikari, P. R. (2018). Understanding of Plagiarism through Information Literacy: A Study among the Students of Higher Education of Nepal. Journal of Business and Social Sciences Research, 3(2), 165–181. https://doi.org/10.3126/jbssr.v3i2.28132 [Google Scholar] [Crossref]

2. AlAli, R., & Wardat, Y. (2024). Opportunities and Challenges of Integrating Generative Artificial Intelligence in Education. International Journal of Religion, 5(7), 784–793. https://doi.org/10.61707/8y29gv34 [Google Scholar] [Crossref]

3. Aldosari, S. A. M. (2020). The Future of Higher Education in the Light of Artificial Intelligence Transformations. International Journal of Higher Education, 9(3), 145. https://doi.org/10.5430/ijhe.v9n3p145 [Google Scholar] [Crossref]

4. Almahasees, Z., Khalil, M., & AMinzadeh, S. (2024). Students’ Perceptions of the Benefits and Challenges of Integrating ChatGPT in Higher Education. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2), 3479–3494. https://doi.org/10.57239/PJLSS-2024-22.2.00256 [Google Scholar] [Crossref]

5. Archila, P. A., Ortiz, B. T., Truscott de Mejía, A.-M., & Molina, J. (2024). Thinking critically about scientific information generated by ChatGPT. Information and Learning Science. https://doi.org/10.1108/ILS-04-2024-0040 [Google Scholar] [Crossref]

6. Bakiri, H., Mbembati, H., & Tinabo, R. (2023). Artificial Intelligence Services at Academic Libraries in Tanzania: Awareness, Adoption and Prospects. University of Dar Es Salaam Library Journal, 18(2). https://doi.org/10.4314/udslj.v18i2.3 [Google Scholar] [Crossref]

7. Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 49(6), 893–905. https://doi.org/10.1080/02602938.2024.2335321 [Google Scholar] [Crossref]

8. Bitzenbauer, P. (2023). ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemporary Educational Technology, 15(3), ep430. https://doi.org/10.30935/cedtech/13176 [Google Scholar] [Crossref]

9. Borkovska, I., Kolosova, H., Kozubska, I., & Antonenko, I. (2024). Integration of AI into the Distance Learning Environment: Enhancing Soft Skills. Arab World English Journal, 1(1), 56–72. https://doi.org/10.24093/awej/ChatGPT.3 WE - Emerging Sources Citation Index (ESCI) [Google Scholar] [Crossref]

10. Bozkurt, A. (2024). Tell Me Your Prompts and I Will Make Them True: The Alchemy of Prompt Engineering and Generative AI. Open Praxis, 16(2), 111–118. https://doi.org/10.55982/openpraxis.16.2.661 [Google Scholar] [Crossref]

11. Bradley, C. (2013). Information Literacy Articles in Science Pedagogy Journals. Evidence Based Library and Information Practice, 8(4), 78–92. https://doi.org/10.18438/B8JG76 [Google Scholar] [Crossref]

12. Cain, W. (2024). Prompting Change: Exploring Prompt Engineering in Large Language Model AI and Its Potential to Transform Education. TechTrends, 68(1), 47–57. https://doi.org/10.1007/s11528-023-00896-0 [Google Scholar] [Crossref]

13. Carroll, A. J., & Borycz, J. (2024). Integrating large language models and generative artificial intelligence tools into information literacy instruction. The Journal of Academic Librarianship, 50(4), 102899. https://doi.org/10.1016/j.acalib.2024.102899 [Google Scholar] [Crossref]

14. ÇAYIR, A. (2023). A Literature Review on the Effect of Artificial Intelligence on Education. İnsan ve Sosyal Bilimler Dergisi, 6(2), 276–288. https://doi.org/10.53048/johass.1375684 [Google Scholar] [Crossref]

15. Celik, I. (2023). Exploring the Determinants of Artificial Intelligence (AI) Literacy: Digital Divide, Computational Thinking, Cognitive Absorption. Telematics and Informatics, 83, 102026. https://doi.org/10.1016/j.tele.2023.102026 [Google Scholar] [Crossref]

16. Chaudhuri, J., & Terrones, L. (2024). Reshaping Academic Library Information Literacy Programs in the Advent of ChatGPT and Other Generative AI Technologies. Internet Reference Services Quarterly, 1–25. https://doi.org/10.1080/10875301.2024.2400132 [Google Scholar] [Crossref]

17. Chen, K., Tallant, A. C., & Selig, I. (2024). Exploring generative AI literacy in higher education: Student adoption, interaction, evaluation and ethical perceptions. Information and Learning Sciences. https://doi.org/10.1108/ILS-10-2023-0160 [Google Scholar] [Crossref]

18. Ciampa, K., Wolfe, Z. M., & Bronstein, B. (2023). ChatGPT in education: Transforming digital literacy practices. Journal of Adolescent & Adult Literacy, 67(3), 186–195. https://doi.org/10.1002/jaal.1310 [Google Scholar] [Crossref]

19. Deschenes, A., & McMahon, M. (2024). A Survey on Student Use of Generative AI Chatbots for Academic Research. Evidence Based Library and Information Practice, 19(2), 2–22. https://doi.org/10.18438/eblip30512 [Google Scholar] [Crossref]

20. Dianova, V. G., & Schultz, M. D. (2023). Discussing ChatGPT’s implications for industry and higher education: The case for transdisciplinarity and digital humanities. Industry and Higher Education, 37(5), 593–600. https://doi.org/10.1177/09504222231199989 [Google Scholar] [Crossref]

21. Dinçer, E. (2024). Hard and Soft Skills Revisited: Journalism Education at the Dawn of Artificial Intelligence. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(1), 65–78. https://doi.org/10.30803/adusobed.1462061 [Google Scholar] [Crossref]

22. Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024). ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs). Computers and Education: Artificial Intelligence, 6, 100198. https://doi.org/10.1016/j.caeai.2023.100198 [Google Scholar] [Crossref]

23. Essien, A., Bukoye, O. T., O’Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865–882. https://doi.org/10.1080/03075079.2024.2316881 [Google Scholar] [Crossref]

24. Exintaris, B., Karunaratne, N., & Yuriev, E. (2023). Metacognition and critical thinking: Using ChatGPT-generated responses as prompts for critique in a problem-solving workshop (smartchemper). JOURNAL OF CHEMICAL EDUCATION, 100(8), 2972–2980. https://doi.org/10.1021/acs.jchemed.3c00481 [Google Scholar] [Crossref]

25. Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F. F., Al-shami, S. A., & Slamene, R. (2023). Analyzing the students’ views, concerns, and perceived ethics about chat GPT usage. Computers and Education: Artificial Intelligence, 5, 100180. https://doi.org/10.1016/j.caeai.2023.100180 [Google Scholar] [Crossref]

26. Houston, A. B., & Corrado, E. M. (2023). Embracing ChatGPT: Implications of Emergent Language Models for Academia and Libraries. Technical Services Quarterly, 40(2), 76–91. https://doi.org/10.1080/07317131.2023.2187110 [Google Scholar] [Crossref]

27. Hu, Y.-H., Hsieh, C.-L., & Salac, E. S. N. (2024). Advancing freshman skills in information literacy and self-regulation: The role of AI learning companions and Mandala Chart in academic libraries. The Journal of Academic Librarianship, 50(3), 102885. https://doi.org/10.1016/j.acalib.2024.102885 [Google Scholar] [Crossref]

28. James, A., & Hampton Filgo, E. (2023). Where does ChatGPT fit into the Framework for Information Literacy? The possibilities and problems of AI in library instruction. College & Research Libraries News, 84(9), 334–341. https://doi.org/10.5860/crln.84.9.334 [Google Scholar] [Crossref]

29. Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115 [Google Scholar] [Crossref]

30. Kajiwara, Y., & Kawabata, K. (2024). AI literacy for ethical use of chatbot: Will students accept AI ethics? Computers and Education: Artificial Intelligence, 6, 100251. https://doi.org/10.1016/j.caeai.2024.100251 [Google Scholar] [Crossref]

31. Karakose, T., & Tülübaş, T. (2023). How Can ChatGPT Facilitate Teaching and Learning: Implications for Contemporary Education. Educational Process International Journal, 12(4), 7–16. https://doi.org/10.22521/edupij.2023.124.1 [Google Scholar] [Crossref]

32. Kazantsev, D. A. (2023). Copyrights to the Results of Artificial Intelligence Activity and Means of Their Protection. Journal of Digital Technologies and Law, 1(4), 909–931. https://doi.org/10.21202/jdtl.2023.39 [Google Scholar] [Crossref]

33. Knoth, N., Tolzin, A., Janson, A., & Leimeister, J. M. (2024). AI literacy and its implications for prompt engineering strategies. Computers and Education: Artificial Intelligence, 6, 100225. https://doi.org/10.1016/j.caeai.2024.100225 [Google Scholar] [Crossref]

34. Kong, S.-C., Lee, J. C.-K., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research and Practice in Technology Enhanced Learning, 19, 030. https://doi.org/10.58459/rptel.2024.19030 [Google Scholar] [Crossref]

35. Lee, J., Wu, A. S., Li, D., & Kulasegaram, K. (Mahan). (2021). Artificial Intelligence in Undergraduate Medical Education: A Scoping Review. Academic Medicine, 96(11S), S62–S70. https://doi.org/10.1097/ACM.0000000000004291 [Google Scholar] [Crossref]

36. Lee, S., & Park, G. (2024). Development and validation of ChatGPT literacy scale. Current Psychology, 43(21), 18992–19004. https://doi.org/10.1007/s12144-024-05723-0 [Google Scholar] [Crossref]

37. Li, Y., Sadiq, G., Qambar, G., & Zheng, P. (2024). The impact of students’ use of ChatGPT on their research skills: The mediating effects of autonomous motivation, engagement, and self-directed learning. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12981-9 [Google Scholar] [Crossref]

38. Lo, L. S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720 [Google Scholar] [Crossref]

39. McLeod, A., & Richardson, H. (2023). Co-constructing skills for ChatGPT at university. JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, 17(1), T70-T80 WE-Emerging Sources Citation Index (ESCI). [Google Scholar] [Crossref]

40. Michalon, B., & Camacho-Zuñiga, C. (2023). ChatGPT, a brand-new tool to strengthen timeless competencies. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1251163 [Google Scholar] [Crossref]

41. Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856 [Google Scholar] [Crossref]

42. Muengsan, S., & Chatwattana, P. (2024). The Game-based Learning (GbL) Platform with Generative AI to Enhance Digital and Technology Literacy Skills. Higher Education Studies, 14(1), 46. https://doi.org/10.5539/hes.v14n1p46 [Google Scholar] [Crossref]

43. Naamati-Schneider, L., & Alt, D. (2024). Beyond digital literacy: The era of AI-powered assistants and evolving user skills. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12694-z [Google Scholar] [Crossref]

44. Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. (2021). AI Literacy: Definition, Teaching, Evaluation and Ethical Issues. Proceedings of the Association for Information Science and Technology, 58(1), 504–509. https://doi.org/10.1002/pra2.487 [Google Scholar] [Crossref]

45. Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082–1104. https://doi.org/10.1111/bjet.13411 [Google Scholar] [Crossref]

46. Noroozi, O., Soleimani, S., Farrokhnia, M., & Banihashem, S. K. (2024). Generative AI in Education: Pedagogical, Theoretical, and Methodological Perspectives. International Journal of Technology in Education, 7(3), 373–385. https://doi.org/10.46328/ijte.845 WE - Emerging Sources Citation Index (ESCI) [Google Scholar] [Crossref]

47. Oddone, K., Garrison, K., & Gagen-Spriggs, K. (2024). Navigating Generative AI: The Teacher Librarian’s Role in Cultivating Ethical and Critical Practices. Journal of the Australian Library and Information Association, 73(1), 3–26. https://doi.org/10.1080/24750158.2023.2289093 [Google Scholar] [Crossref]

48. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 [Google Scholar] [Crossref]

49. Pozdniakov, S., Brazil, J., Abdi, S., Bakharia, A., Sadiq, S., Gašević, D., Denny, P., & Khosravi, H. (2024). Large language models meet user interfaces: The case of provisioning feedback. Computers and Education: Artificial Intelligence, 7, 100289. https://doi.org/10.1016/j.caeai.2024.100289 [Google Scholar] [Crossref]

50. Pretorius, L. (2023). Fostering AI literacy: A teaching practice reflection. Journal of Academic Language and Learning, 17(1), T1-T8 WE-Emerging Sources Citation Index (ESCI). [Google Scholar] [Crossref]

51. Qawqzeh, Y. (2024). Exploring the Influence of Student Interaction with ChatGPT on Critical Thinking, Problem Solving, and Creativity. International Journal of Information and Education Technology, 14(4), 596–601. https://doi.org/10.18178/ijiet.2024.14.4.2082 [Google Scholar] [Crossref]

52. Rahman, Md. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783 [Google Scholar] [Crossref]

53. Rasul, T., Nair, S., Kalendra, D., Balaji, M. S., Santini, F. de O., Ladeira, W. J., Rather, R. A., Yasin, N., Rodriguez, R. V., Kokkalis, P., Murad, M. W., & Hossain, M. U. (2024). Enhancing academic integrity among students in GenAI Era:A holistic framework. The International Journal of Management Education, 22(3), 101041. https://doi.org/10.1016/j.ijme.2024.101041 [Google Scholar] [Crossref]

54. Sağın, F. G., Özkaya, A. B., Tengiz, F., Geyik, Ö. G., & Geyik, C. (2024). Current evaluation and recommendations for the use of artificial intelligence tools in education. Turkish Journal of Biochemistry, 48(6), 620–625. https://doi.org/10.1515/tjb-2023-0254 [Google Scholar] [Crossref]

55. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2, 3–10. [Google Scholar] [Crossref]

56. Sun, G. H., & Hoelscher, S. H. (2023). The ChatGPT Storm and What Faculty Can Do. Nurse Educator, 48(3), 119–124. https://doi.org/10.1097/NNE.0000000000001390 [Google Scholar] [Crossref]

57. Tzirides, A. O. (Olnancy), Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y., Santos, T. A. dos, Searsmith, D., O’Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, 100184. https://doi.org/10.1016/j.caeo.2024.100184 [Google Scholar] [Crossref]

58. Vafadar, M., & Moradi Amani, A. (2024). Academic Education in the Era of Generative Artificial Intelligence. Journal of Electronics and Electrical Engineering, 117–133. https://doi.org/10.37256/jeee.3120244010 [Google Scholar] [Crossref]

59. Wang, M., Wang, M., Xu, X., Yang, L., Cai, D., & Yin, M. (2024). Unleashing ChatGPT’s Power: A Case Study on Optimizing Information Retrieval in Flipped Classrooms via Prompt Engineering. IEEE Transactions on Learning Technologies, 17, 629–641. https://doi.org/10.1109/TLT.2023.3324714 [Google Scholar] [Crossref]

60. Ward, D., Loshbaugh, H. G., Gibbs, A. L., Henkel, T., Siering, G., Williamson, J., & Kayser, M. (2024). How Universities Can Move Forward With Generative AI in Teaching and Learning. Change: The Magazine of Higher Learning, 56(1), 47–54. https://doi.org/10.1080/00091383.2024.2297635 [Google Scholar] [Crossref]

61. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215 [Google Scholar] [Crossref]

62. Xu, X., Wang, X., Zhang, Y., & Zheng, R. (2024). Applying ChatGPT to tackle the side effects of personal learning environments from learner and learning perspective: An interview of experts in higher education. PLOS ONE, 19(1), e0295646. https://doi.org/10.1371/journal.pone.0295646 [Google Scholar] [Crossref]

63. Yebowaah, F. A., & Sanche, S. (2021). Information Literacy, an Investigation into Students’ Access and Use of Information in an Academic Institution in Ghana. Open Journal of Educational Research. https://www.scipublications.com/journal/index.php/ojer/article/view/109 [Google Scholar] [Crossref]

64. Yoon, J., Andrews, J. E., & Ward, H. L. (2022). Perceptions on adopting artificial intelligence and related technologies in libraries: Public and academic librarians in North America. Library Hi Tech, 40(6), 1893–1915. https://doi.org/10.1108/LHT-07-2021-0229 [Google Scholar] [Crossref]

65. Zhao, X., Cox, A., & Cai, L. (2024). ChatGPT and the digitisation of writing. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-02904-x [Google Scholar] [Crossref]

66. Zimmerman, B. J. (2000). Chapter 2 - Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press. https://www.sciencedirect.com/science/article/pii/B9780121098902500317 [Google Scholar] [Crossref]

67. Zou, X., Su, P., Li, L., & Fu, P. (2024). AI-generated content tools and students’ critical thinking: Insights from a Chinese university. IFLA Journal, 50(2), 228–241. https://doi.org/10.1177/03400352231214963 [Google Scholar] [Crossref]

• Leveraging Pension Assets for Investment in Nigeria's Marginal Oil Fields: A Conceptual Analysis
• The Influence of Green Technology, Environmental Disclosure and Green Intellectual Capital on Stock Returns
• Performance Evaluation of Some Machine Learning Models for Music Genre Classification
• Development of a Manychat Based Chatbot for Automated Customer Support System
• The Moderating Role of Exchange Rate Volatility on Economic Factors and Financial Performance of Multinational Corporations in Nigeria