2026/06/05 by Supriya Krishnan
paper · doi:10.1177/18758789261452185
published in Information Services and Use 46(3), 76-93 (SAGE Publications)
crossref issued 2026/06/05 · crossref published 2026/06/05 · crossref published-online 2026/06/05 · crossref created 2026/06/05 · crossref published-print 2026/08/01 · crossref deposited 2026/08/06 · crossref indexed 2026/08/06
This three-year mixed-methods study in 12 information-rich Indian higher education institutions (HEIs) examined an ethical AI pedagogy blending AI literacy, ethics, and offline access. Based on UNESCO’s AI Competency Frameworks for students and teachers which stress human-centred thinking, AI ethics, and system design the model advances information literacy by fostering critical AI evaluation in education and libraries. Using a quasi-experimental design (intervention n = 600; control n = 568), plus journals, focus groups, and analytics, it engaged 1168 students, faculty, and administrators. Intervention participants gained superior AI literacy (78.9%, d = 0.80), ethical awareness (76%, d = 0.90), creativity, and collaboration. Results were equitable across genders and non-technical students, aligning with NEP 2020s interdisciplinarity and equity aims. Qualitative data revealed enhanced moral agency and fairness-by-design habits. Yet rural sites faced anxiety, low readiness, and infrastructure issues, widening urban-rural gaps in AI literacy (85.2% vs 69.2%) and ethics (85% vs 62%). Following ICMR, Helsinki, and DPDP guidelines, the study urges combined technical-ethical training and institutional support, offering a scalable Global South framework with tools and policies for critical AI literacy in information services.