Artificial Intelligence (AI) is at the top of the agendas of higher education and education leaders are required to give direction in educating the next generation of students and citizens. AI holds positive answers to technological innovations, but the potential for continued inequities, exclusion and divides must not be ignored. As a relatively new concept, AI literacy is often viewed as a complex concept requiring more detailed conceptualisation. Furthermore, with the recent hype around generative AI (GenAI), discussions and explorations around what AI literacy is, are now being deliberated. Historically AI was the domain of mathematicians and computer scientists. This is changing as the wider implication of AI permeates all aspects of society, in particular the ethical and informed use of AI and GenAI is paramount. This leaves higher education with the dilemma of deciding who is responsible in teaching and facilitation AI literacy. Keeping in mind that there is an abundance of new literacies in academia. This problem is particularly pronounced in the Global South countries, where digital exclusions and social injustice are becoming more complex. This scoping review evaluated 40 screened and eligible peer reviewed articles and conference proceedings published between 2020- 2024 on AI literacy in higher education in the Global South. The aim of the study was to gauge the extant research on AI literacy and its subsequent ethical implications in higher education in the Global South. The study further explored which philosophies and frameworks inform and guide AI literacy research and support in higher education within the selected region. Findings are that while the disciplines of education are engaging in research, other disciplines such as Information Science are interdisciplinary actors in teaching and facilitating AI literacy, but that there is a pronounced paucity in research being conducted

(1) Background: Since the 1990s, theses and dissertations—a key part of scientific communication—have evolved significantly with advances in information and communication technologies. (2) Methods: This study reviews 99 publications examining these changes, drawing insights from international conferences and empirical studies in the field. (3) Results: Historically, a major challenge in managing PhD theses has been the shift to electronic formats, resulting in the creation of electronic theses and dissertations (ETDs). This shift involves four main tasks: adopting new digital formats, updating institutional workflows between departments, graduate schools, and academic libraries, implementing updated bibliographic standards (such as metadata and identifiers), and utilizing new tools and channels for distribution. With open science becoming a widespread research policy across many countries and institutions, ensuring open access for ETDs is an added challenge—though a substantial portion of ETD content remains restricted to institutional or library networks. Today, ETD management is on the brink of a new era, with advancements in data-driven science and artificial intelligence. (4) Conclusions: The development of ETDs varies significantly across different countries, regions, and institutions due to technological, organizational, and legal differences. It is essential for academic libraries and other stakeholders to address the challenges identified while considering these variations.

Reconsidering a digital learning commons in a distance teaching and learning environment

Crisis-driven innovation is needed to manage a scarcity in resources. The recent COVID-19 crisis exacerbated the prevailing digital exclusion in the education sector in particular. Sudden changes in otherwise stable higher education environments necessitated immediate and decisive innovation, particularly where education support services were concerned. This study reports on an academic library and information service’s reflections on emergency strategies implemented during the COVID-19 pandemic. This study was conceptualised through the lenses of existing digital exclusion frameworks and information poverty frameworks. The findings from the qualitative data gathered via focus group interviews emphasise the importance of emergency remote library and information services. The pandemic conditions and sudden remote service delivery model highlighted the prevailing socio-economic and socio-technical inequalities and exclusions among students. The value of the study lies in the reflections made on the institution-wide crisis-driven innovation strategy implemented, and the realisation that library and information services must offer active academic support. The study offers a library and information services model to prepare for future eventualities.

Engendering twenty-first century workplace literacy for the hospitality industry: exploring the role of the academic library