International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 12, Issue 12 (December 2025), Pages: 1-8

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 Original Research Paper

Higher education students’ information literacy skills in engaging with AI-generated content

 Author(s): 

 Mark Ronar G. Galagala 1, *, Hazel P. Bacarrisas 2

 Affiliation(s):

  1College of Information and Computing Studies, Northern Iloilo State University, Estancia, Philippines
  2General Education Department, University of Science and Technology of Southern Philippines, Jasaan, Philippines

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0001-8657-1813

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.12.001

 Abstract

This study examines the information literacy (IL) skills of higher education students in using AI-generated content. Using the DigComp 2.2 framework, a descriptive quantitative approach was applied through a validated 40-item survey completed by 444 students from private universities in three major urban areas in the Philippines. The results indicate high levels of IL skills across all dimensions, with mean scores of 3.79 for browsing, 3.78 for searching, 3.76 for filtering, and 3.83 for evaluating digital content. The findings suggest that students value the efficiency, personalization, and credibility support offered by AI tools while remaining aware of potential risks such as bias and misinformation. A main limitation of the study is its focus on private universities, where better digital infrastructure and access to AI technologies may have contributed to higher results. The study emphasizes the need to include AI-related competencies in information literacy programs and recommends further research in more diverse educational settings.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Information literacy, Artificial intelligence, Higher education, Digital skills, AI-generated content

 Article history

 Received 19 July 2025, Received in revised form 5 November 2025, Accepted 8 November 2025

 Acknowledgment

The authors would like to thank Dr. Bon Eric A. Besonia for his valuable insights; Mr. Marven N. Alon and Mr. Vic Alden V. Molo for their assistance in survey distribution; and the faculty of Surigao Doctors College for their support and cooperation. 

 Compliance with ethical standards

 Ethical considerations

This research adhered to the ethical guidelines of Northern Iloilo State University and followed the principles outlined in the 1964 Helsinki Declaration, including its subsequent revisions or equivalent ethical standards. All participants provided informed consent before taking part in the study. They were fully briefed on the research purpose, procedures, possible risks, and their rights to confidentiality and voluntary withdrawal without any consequences. Written consent was secured prior to their participation.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Galagala MRG and Bacarrisas HP (2025). Higher education students’ information literacy skills in engaging with AI-generated content. International Journal of Advanced and Applied Sciences, 12(12): 1-8

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 Tables

  Table 1  Table 2  

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