The study examines Open-Source Assistive Resources (OSAR) as viable accessibility solutions for patrons with visual impairments in selected academic libraries in Zimbabwe's Midlands Province. The study was guided by three research questions: (i) How are selected academic libraries in Zimbabwe's Midlands Province implementing OSAR for patrons with visual impairments? (ii) What factors influence the adoption of OSAR in these libraries? (iii) What institutional capacities are required to sustain OSAR for patrons with visual impairments in the selected academic libraries? The study population comprised 59 participants drawn from five academic libraries (AL1–AL5) in Zimbabwe's Midlands Province, including library staff (n = 12), student services staff (n = 4), academic staff/lecturers (n = 5), students with visual impairments (n = 16), staff members with visual impairments (n = 10), alumni with visual impairments (n = 6), and Zimbabwe Library Association members (n = 6). Data were generated through questerviews, semi-structured interviews, focus group discussions, observations, and document analysis, and analysed using thematic analysis with QDA Miner Lite version 5. Findings reveal that OSAR implementation remains fragmented and largely opportunistic across four of the five libraries studied, with only AL4's dedicated Disability Resource Centre demonstrating sustained, strategic deployment. Cost advantage was widely recognised; however, inadequate infrastructure (cited by 35.60% of participants), limited OSAR awareness (33.90%), technical complexity, and absent management support constrain systematic adoption. Sustaining OSAR requires comprehensive institutional capacities, including needs assessment capacity (59.30%), infrastructure upgrades (54.20%), staff training and development (45.80%), inter-institutional networking (42.40%), and strategic planning. The study concludes that OSAR adoption is shaped primarily by institutional capacity deficits rather than technological limitations, and that sustainability requires structural transformation extending beyond mere software acquisition.

The purpose of this study is to explore the effect of AI-powered chatbots on LIS professionals’ job performance using Goal-Setting Theory (GST). AI-Powered Chatbots (AIPC) serve as an independent variable, and a relation was observed with Innovation Capability (IC), Soft Skills (SS), and Job Performance (JP). The study employs quantitative survey techniques. Online survey questionnaire was used as a data collection tool from 300 LIS professionals working in the academic universities of Islamabad and Lahore, Pakistan. Data was collected through non-probability sampling. Sample size was determined using literature. This study used SmartPLS to examine the relationship between independent and dependent variables. The results showed a significant relationship between AIPC, SS, IC, and JP. The findings indicate that AIPC can be used to enhance the SS, IC, and JP of LIS professionals. The findings also reveal that AIPC adoption not only improves efficiency in the work environment but fosters adaptability, creativity, and collaboration between LIS professionals to strengthen the positive organizational outcome. The mediating role of IC, and SS was also found significant on LIS professional's JP. In the context of Library and Information Sciences (LIS), this is the first study to explore the effect of AIPC on JP with the mediating role of SS and IC. This study can help in practical application of policy making and administrative decision making regarding the job performance of LIS professionals in an AI-driven technology-based environment.

Regional educational informatization (REI) is a key pathway to advancing educational equity and narrowing the digital divide, yet its actual impact on individual digital literacy lacks systematic empirical examination. This study empirically analyzes the impact of REI on digital literacy using quantitative regression approaches. Results show that REI significantly enhances individual digital literacy, with a more pronounced effect on digital acquisition and usage while exerting limited influence on digital awareness. Five core transmission mechanisms are identified: digital endowment empowerment, digital consumption driving, social capital accumulation, learning behavior promotion, and social interaction diffusion. Notably, REI exhibits a “disadvantaged support” effect, generating stronger positive impacts on individuals with lower educational attainment, women, and residents in economically, digitally or educationally underdeveloped regions, which aligns with the principles of educational equity and inclusiveness. Conversely, REI has a negative impact on residents in digitally advanced areas and fails to address the “digital outreach blind spots” faced by the elderly group, indicating the need to further optimize the educational informatization ecosystem for greater inclusiveness and age-friendliness. These findings deepen the understanding of REI's role in fostering digital literacy, provide empirical evidence for research on public education equity and educational ecology, and offer important theoretical and practical insights for optimizing REI development strategies and narrowing the digital literacy gap, particularly for digitally disadvantaged groups.

Parent involvement is a major factor in the initiation of a child's reading skills and challenges. However, the education level of parents and the social and economic status of the community may hinder such responsive behaviors. This research examines the contributions of continuous parental engagement on the reading habits and cognitive development of preschoolers via the home literacy environment and socio-economic status as a mediator. The research design was quasi-experimental, and the participants were 312 parents and their preschoolers from Xi'an, China. Data were obtained from various pre-tests, an eight-week reading intervention program, post-test questionnaires, parent interviews, and focus groups. The results demonstrated that parental participation caused changes in children's reading habits, the home literacy environment, and their cognitive development. For instance, the mediation evaluation provided an indication that the availability of home literacy resources partially mediated the relationship between early reading in the preschool stage and academic development of preschoolers, and parental education and socio-economic status were the main factors. The different educational chances leading to the varying results have been brought to the forefront. The research indicates that elementary education projects that guarantee that families of low socio-economic and educational backgrounds have access to reading programs should mainly concentrate on the promotion of reading, the adoption of inclusive literacy practices, and the progress towards societal equity. The research is limited as summarized by the non-randomized design, self-reported data sources, and a short intervention time frame, limiting possible longitudinal generalizability, but still adds new empirical knowledge regarding the complex overlap between parental involvement, home literacy environments, and socio-economic aspects on early child development that describes a valuable insight for policy innovation and further research.

This study examines cross-country differences in Artificial Intelligence (AI) development, emphasizing the role of the digital divide. First, countries are classified into advanced, emerging, and lagging groups using cluster analysis. Then, a probabilistic model assesses how socio-economic factors such as GDP, Human Development Index (HDI), business density, and skilled labor unemployment, influence the likelihood of countries belonging to the AI emerging/advanced cluster. Results show that higher GDP per capita, skilled labor unemployment and HDI increase the likelihood of belonging to the AI emerging/advanced group. AI tends to deepen the pre-existing digital or connectivity divide. The findings underscore the need for policies and coordinated strategies that promote AI adoption and address ICT appropriation disparities, addressing structural socio-economic constraints. Advancing from lagging to an emerging/advanced position requires deep transformations in digital infrastructure, human capital and access to quality data.

This study examines how social barriers and digital inequality constrain low-income coastal youth in South Sulawesi, Indonesia, from accessing post-secondary learning. Integrating human capital theory, social capital theory, and the technology acceptance model, we propose a context-sensitive framework for digital skills training in resource-constrained ecosystems. Using an exploratory multi-site qualitative design (semi-structured interviews and focus group discussions (FGDs) across three coastal settings), we identify intertwined constraints—device scarcity, high data costs, low digital readiness, and weak curricular relevance. We advance three design pillars: (1) locally contextualized curricula aligned with livelihood niches; (2) community-anchored co/peer learning with legitimate bridging actors; and (3) low-bandwidth, offline-first microlearning with lightweight assessments. These elements are likely to strengthen bonding, bridging, and linking social capital, which may improve participation, retention, and sustainability. We provide a logic model and SDG-aligned indicators (e.g., device-loan uptake, learning hours, data cost per learner) to guide information and communication technologies for development (ICT4D) stakeholders.

Cross-border data flows (CBDFs) are increasingly central to the global digital economy, yet governance, institutional, and technological challenges continue to shape their trajectory. This study investigates the determinants of CBDFs by examining the role of cybersecurity readiness, data monetization capacity, and digital infrastructure across 27 economies between 2015 and 2023. Using panel econometric methods, Feasible Generalized Least Squares (FGLS), Panel-Corrected Standard Errors (PCSE), and Granger causality tests, we found that stronger cybersecurity performance and higher levels of software spending significantly promote international data mobility. Conversely, digital infrastructure, proxied by broadband penetration, shows a negative association, reflecting regulatory tightening and localization measures in digitally advanced economies. A cluster-based analysis highlights differences across emerging and mature economies, underscoring the need for context-specific policies. The findings contribute to debates on digital governance and offer practical guidance for policymakers seeking to balance trust, value creation, and openness in the data economy.

As library information systems become increasingly intelligent, they generate vast amounts of information. This study identifies the key factors shaping user experience in such systems. Using grounded theory, we extracted variables from interviews (N = 14) and developed a framework based on the Stimulus–Organism–Response model. A survey (N = 320) tested the hypothesized relationships through structural equation modelling, while artificial neural networks captured non-linear effects and ranked factor importance. Results show that information validity is the strongest predictor of interaction fluency. While aesthetic interface design improves Interaction Fluency, it does not significantly affect perceptions of System Support Level. These findings highlight the need to balance efficient information provision with human-centred design. Overemphasis on functionality risks diminishing engagement. Future designs should prioritize information validity for guidance tasks while also enhancing cultural and emotional experiences in both human and AI-driven library services.

This research examines the adoption of mobile applications in academic libraries within higher education institutions (HEIs) in Pakistan, focusing on key variables such as Technology-Based Services Integration (TBSI), user satisfaction, and their effects on literacy and the accessibility of education. The conceptual framework examines the relationships among these variables, with special regard to the roles of sociocultural factors and technological infrastructure as moderating variables. Hypotheses were developed to evaluate the relationships among the independent variable “integration of mobile apps into library services”, the mediating variables “perceived usefulness and perceived ease of use”, and the dependent variable “mobile app adoption”. The researcher used an online survey to gather the data from 885 students. The analysis using the Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed complex relationships between integration, user satisfaction, and adoption. The results provide a practical contribution to improving the mobile app design and integration approach in academic libraries to enhance students’ overall educational experience. The research highlights the importance of technology considerations and offers useful advice to educators, policymakers, and technology developers aiming to maximize the adoption of mobile learning systems. As mobile technology plays a crucial role in the educational process, the study lays the groundwork for future studies and interventions that will help promote the effective use of mobile apps within academic libraries in the context of higher education.