AI-Centric Curriculum Design for Enhancing Career Readiness in Library and Information Science (LIS) Education: Perceptions of Students

Artificial Intelligence (AI) is increasingly shaping education and professional practices, including Library and Information Science (LIS). This study investigates LIS students’ perceptions of an AI-centric curriculum, focusing on awareness, curriculum design, career readiness, challenges, and overall acceptance. To measure perceptions of students a quantitative survey was conducted using a structured Likert-scale questionnaire, with 178 respondents who completed their Master of Library and Information Science from public, private, deemed, and open universities in India. Most of the students completed their master degree i.e. MLISc. from Sant Gadge Baba Amravati University, Maharashtra. Data were analyzed using descriptive statistics, one-sample t-tests, and chi-square goodness-of-fit tests. Findings reveal that students are highly aware of AI applications, strongly support the inclusion of AI-based courses and practical training, and perceive AI skills as enhancing employability and career readiness. Students also acknowledge challenges, including ethical concerns, high costs, and lack of trained faculty. Overall, the study highlights a clear consensus in favor of an AI-centric LIS curriculum, providing evidence to guide curriculum design, policy, and institutional planning.

Keywords: Artificial Intelligence (AI), Library and Information Science (LIS), Curriculum Design, Career Readiness, Student Perceptions, Skill Development, AI Integration, etc.