Library and information science (LIS) curriculum and AI Competencies

Bangladesh perspective

Abstract

Purpose: This study examines the extent to which Library and Information Science (LIS) curricula in Bangladesh address digital and Artificial Intelligence (AI) competencies required for contemporary information environments and identifies gaps in relation to international standards.

Methodology: Using a mixed-methods approach, undergraduate, master’s, and postgraduate diploma LIS curricula from four leading Bangladeshi universities were analyzed and categorized into traditional, digital/ICT, and AI-related competencies. The curricula were benchmarked against AI competency frameworks developed by IFLA, UNESCO, ALA, and CILIP. Informal interviews with ten LIS faculty members were conducted to explore curriculum implementation and institutional challenges.

Findings: The findings reveal that LIS curricula remain predominantly oriented toward traditional librarianship. While digital and ICT components have expanded, AI-related competencies are limited and unevenly integrated. Alignment with international frameworks is partial, with notable gaps in applied AI skills, data stewardship, and strategic leadership, compounded by infrastructural, pedagogical, and policy constraints.

Originality: This is one of the first initiatives in Bangladesh to investigate the appropriateness of the existing LIS curriculum in modern era and AI competencies required for Bangladeshi information professionals.

Practical implications: The study underscores the need for an integrated, competency-based LIS curriculum that embeds AI literacy across different degrees to prepare professionals for AI-enabled information services.