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Author
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Akhtar Hussain, Parvez Ahmad, Amirah Saad ALZahrani & Kamal Ahmad
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Year
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2026
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Publisher
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Taylor and Francis
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Abstract
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This study utilized global publication trends and patterns to comprehensively analyze current research on artificial intelligence (AI) and information literacy (IL) in higher-education institutions (HEIs). This study employed bibliometric indicators to identify key trends, patterns, and research gaps in the literature review. A comprehensive dataset of 701 research papers on AI and IL in HEIs published between 2015 and 2025 was collected and analyzed via the Web of Science database. Various bibliometric tools, such as Biblioshiny, HistCite, VOSviewer, and Python, were used to enhance this analysis. The findings of this study reveal exponential growth in publications, particularly after the emergence of generative AI and ChatGPT, underscoring the dynamic nature of the field. China, the USA, and the UK dominate productivity, whereas countries such as India and Germany demonstrate high citation impacts despite fewer outputs. Author productivity analysis deviates from Lotka’s Law, showing that most contributors published only once, whereas a few scholars and journals shaped discourse. Thematic mapping identified artificial intelligence, higher education, and literacy as core research clusters, with emerging attention to generative AI, chatbots and ethics. Despite its rapid expansion, research remains fragmented, with significant gaps in conceptual clarity, ethical considerations, and inclusivity across different regions. This study contributes to the understanding of the evolving role of AI in advancing IL, offering insights into future pedagogies, policies, and interdisciplinary collaboration in higher education and beyond.