Health information shared on the Internet has the potential to improve people’s quality of life. However, the level of health information literacy and informational skills determines the individuals’ ability to obtain credible health information useful for them. This study investigates the Egyptian LIS undergraduates’ health information behaviour during the COVID-19 pandemic. The study has adopted a quantitative approach using a questionnaire to explore library and information science undergraduates’ health information behaviour. A sample of 161 students answered a questionnaire. The data were analysed using SPSS software. The study results show that official health websites, social media, and family and friends are the primary sources for health information for the participants. The findings also revealed that the sample has adequate health information skills, though many of the participants still need to raise their information literacy skills. Information credibility and personal beliefs were found to affect the participants’ decision to share health information on the Internet. One of the limitations of the study is that the sample selected in this study was LIS students who are trained to find reliable information as part of their education. Findings may be different for the “average” student. Furthermore, the questionnaire was distributed in one university, which means that the results cannot be generalised in other LIS departments using different courses. Therefore, more studies need to be conducted in other LIS departments with different course plans as they may produce different results. This study explores the health information behaviour of LIS undergraduates during the COVID-19 pandemic. The current study results may help develop the course plan in many LIS departments in Egypt and the Middle East, which would help improve the students’ health information literacy.

In recent years, the adoption of AI technologies in academia has increased, prompting a need to explain factors driving scholars to adopt or plan to adopt AI technologies in research routines. This study integrates three models into one integrated model: TAM, UTAUT, and SCT. These three models are combined to understand how GenAI self-efficacy, perceived ethics, academic integrity, social influence, facilitating conditions, perceived risks, ease of use, and perceived usefulness influenced the participants’ intention to adopt GenAI in research. Following this, data were collected from Egyptian academics linked to Egyptian universities. There were 742 responses to this question. Data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The paper's results showed that GenAI self-efficacy, social influence, and perceived ethics are significantly related to perceptions of ease of use, usefulness, and intention to use GenAI. Facilitating conditions have a negative effect on perceived ease of use, and perceived risk does not affect perceived usefulness or intention to use significantly. Notably, the result found that ethics and academic integrity affect perceptions of GenAI's usage and utility. This guide illustrates how universities must take proactive steps to influence how AI will be used and reinforces the importance of using these tools within an ethical lens. This paper emphasizes the need to balance the use of generative AI and ethical practices. It examines the role of ethics and academic integrity in perceptions that influence attitudes toward the use of generative AI. They represent a step forward in our understanding of how to induce AI adoption–in this case, in the academic context, and specifically in Egypt. Additionally, it places sound emphasis on the role of AI technology and how it can be beneficial whilst advocating for a sensible approach in that application, which includes ethical principles.

Purpose: The purpose of this paper is to report the findings of a study to explore the Egyptian social science scholars’ academic writing behaviour in local and international context. Understanding the challenges that scholars in social science and humanities face while publishing in the international outlets would help to suggest strategies to improve academic writing in non-Arabic journals.Design/methodology/approach: This study deployed mixed methods approach. The quantitative data were collected using an online questionnaire. Interviews were conducted with a group of scholars in the five faculties to elucidate the publishing behaviour of the sample.Findings: The interviews and the questionnaire showed that social science scholars in Egypt prefer local publishing outlets. The number of scholars who publish internationally is very low compared to scholars who publish locally. Scholars who tried to publish internationally faced many challenges, such as language barriers, lack of academic writing skills and lack of appropriate training.Research limitations/implications: This study was conducted in one university in Egypt. While the results can be generalised to Egyptian and Middle East universities, it cannot be generalised to non-Arab communities because of the differences in culture and education system.Originality/value: This study provides insight on publishing practices in the international context among social science scholars in Egypt using a mixed methods approach. This helped to capture the scholarly publishing practices and the attitude toward international publishing and the main challenges that scholars face who attempt to publish in international outlets.

Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.