Introduction: In the 21st century, rapid advancements in artificial intelligence, virtual reality, and internet-mediated social and economic relations have presented significant challenges for educators. The emergence of network-based communication represents a paradigm shift, comparable to a new human revolution. Within higher education, students must develop fundamental skills to effectively access, classify, manage, and transfer information across vast digital resources. Information literacy—knowing when and how to obtain information, understanding knowledge organization, and solving problems efficiently—is therefore essential. However, research indicates that many students complete their courses with minimal information retrieval skills. Obstacles include students’ inability to locate and evaluate information correctly, as well as information specialists’ lack of awareness regarding students’ search behaviors. Higher education institutions bear the responsibility of equipping students with these competencies through activities that promote information literacy. Given this context, the present study aims to identify a pattern of factors that enhance students’ information literacy.
Methodology: This research is practical in terms of its purpose and employs an exploratory survey method for data collection. It is applied in nature with respect to its objective and exploratory concerning its data collection approach. The statistical population of the study consisted of students, particularly those enrolled in the field of Information and Communication Technology (ICT). From this population, 20 individuals were selected as the sample using purposive sampling, based on the principle of theoretical saturation. The data collection instruments included interviews for the qualitative phase and a questionnaire for the quantitative phase. For qualitative data analysis, a thematic analysis approach and a coding method were applied using Maxqda software, while the quantitative data were analyzed through Interpretive Structural Modeling (ISM). The validity of the research interviews was confirmed using the relative content validity method, and their reliability was established through intra-coder and inter-coder reliability methods, along with Cohen’s kappa test. Furthermore, the validity and reliability of the research questionnaire were assessed via content validity and test-retest reliability methods.
Findings: The research findings comprised both qualitative and quantitative components. In the qualitative phase, the factors contributing to the enhancement of students’ information literacy were identified. In the quantitative phase, the priorities among these factors were determined. The qualitative findings indicate that the factors influencing the improvement of students’ information literacy include: access to advanced information and communication technology devices; students’ intrinsic motivation and attitudes; training in research and information analysis skills; critical thinking ability; active learning ability; independent extrinsic motivations; emotional intelligence infrastructures; allocation of sufficient budget and facilities for developing information literacy infrastructures; creation of interactive opportunities between students and information professionals; fostering awareness and understanding of the importance of information literacy for academic success and research; level of access to information resources; existence of appropriate university-level policies to promote information literacy; continuous evaluation and updating of educational programs and content; design and implementation of interdisciplinary programs in information literacy; and the level of trust in the Internet. The quantitative phase presents a three-level model of the factors affecting students’ information literacy, illustrating the structural and hierarchical relationships among them. According to this model, the most influential and foundational factors—located at the third level—include independent extrinsic incentives, sufficient budget and facilities for infrastructure development, and appropriate university-level policies. These act as the driving forces of the system. The second level of the model, constituting the intermediate tier, comprises factors such as access to advanced information technology devices, training in research and information analysis skills, interactive opportunities between students and professionals, level of access to information resources, and continuous evaluation and updating of educational programs. These serve as a bridge between macro-level infrastructures and individual outcomes. Finally, the first level of the model—encompassing the most directly impactful components—includes active learning ability, emotional intelligence infrastructure, level of trust in the Internet, students’ intrinsic motivation and attitudes, critical thinking ability, awareness and understanding of the importance of information literacy, and the design and implementation of interdisciplinary programs. These factors represent the tangible manifestation of information literacy in student behavior and attitudes.
Discussion & Conclusion: The present study indicates that access to advanced information and communication technology (ICT) devices, along with formal training in research and information analysis skills, constitutes a key factor in enhancing students’ information literacy. Specifically, the availability of ICT tools such as computers, tablets, and smartphones enable students to access extensive and up-to-date information, thereby facilitating the development of their abilities to search for, evaluate, and utilize information effectively. Consequently, these competencies contribute to an improvement in information literacy. Furthermore, the systematic instruction of research and analytical skills—delivered through courses, workshops, and dedicated training programs—empowers students to engage with information more critically and proficiently.
Originality: The present study aims to propose a model of the factors influencing the enhancement of information literacy among university students, thereby filling an existing theoretical gap and providing a foundation for the targeted improvement of this key skill within the higher education system.