ASSESSING INFORMATION LITERACY COMPETENCIES IN PAKISTAN'S AGRICULTURAL HIGHER EDUCATION: A CASE STUDY OF AUKP

Abstract

This study examines the information literacy (IL) competencies of undergraduate agriculture students of Agricultural University Khyber Pakhtunkhwa (AUKP) in Pakistan, emphasizing significant gaps that impact their digital readiness and academic performance. A validated 39-item questionnaire, grounded in American Library Association (ALA) standards, was administered to 561 students over four semesters. The results reveal widespread deficiencies: 83.5% of students lacked the skills to define their research needs, 72% had difficulty accessing academic resources, and 78% were unaware of ethical practices such as plagiarism and proper citation. Library engagement was also low, with 65.8% of students primarily relying on informal internet sources. Despite these challenges, 84.6% of participants expressed a desire for formal IL instruction. The study integrates both global and regional literature to contextualize its findings and proposes reforms at the curriculum level. Suggested measures include collaboration between librarians and faculty, the development of Urdu-language IL materials, and partnerships with international organizations such as the FAO and UNESCO. These initiatives are essential for preparing students to navigate the evolving digital landscape of agriculture and to contribute meaningfully to Pakistan’s food security and innovation goals.