Abstract
Artificial Intelligence (AI) has emerged as one of the most disruptive technologies shaping c
ontemporary higher education. Its influence extends across teaching, learning, research, an
d professional practice, redefining how knowledge is produced, accessed, and disseminated
. This paper is an opinion- and literature-based study that critically examines the integratio
n of AI in the teaching and learning of Library and Information Science (LIS) in universities.
The paper discusses the conceptual and theoretical foundations of AI in education, explores
key areas of application in LIS teaching and learning, and highlights the benefits of AI integr
ation for students, educators, and the LIS profession. It further analyses the implications of
AI for LIS education and practice, identifies major challenges confronting effective integrati
on, and proposes strategies for sustainable adoption. Drawing extensively on recent Africa
n and global literature, the paper argues that AI has the potential to enhance instructional d
elivery, learner engagement, research productivity, and graduate employability when delib
erately embedded within LIS curricula. However, infrastructural limitations, inadequate fac
ulty capacity, ethical concerns, and weak policy frameworks continue to hinder optimal ado
ption in many universities. The paper concludes that coordinated policy development, curri
culum reform, capacity building, and sustained investment are essential for leveraging AI to
reposition LIS education in universities for relevance in the digital age.
Keywords: Artificial Intelligence, Library and Information Science, Teaching and Learning,
Higher Education, Universities
Publication Date: 2026-02-05