The research was aimed at evaluating how research data are being managed in research institutions in Zimbabwe. The study also sought to assess the challenges that are faced in research data management by research institutions in Zimbabwe. Twenty five institutions of higher learning and other organisations that deal with research were selected using purposive sampling to participate in the study. An online questionnaire on SurveyMonkey was sent to the selected participants and telephone interviews were done to follow up on participants who failed to respond on time. Data that were collected using interviews were entered manually into SurveyMonkey for easy analysis. It was found out that proper research data management is not being done. Researchers were managing their own research data. Most of the research data were in textual and spreadsheet format. Graphical, audio, video, database, structured text formats and software applications research data were also available. Lack of guidelines on good practice, inadequate human resources, technological obsolescence, insecure infrastructure, use of different vocabulary between librarians and researchers, inadequate financial resources, absence of research data management policies and lack of support by institutional authorities and researchers negatively impacted on research data management. Authors recommend the establishment of research data repositories and use of existing research data repositories that are registered with the Registry of Research Data Repositories to ensure that research data standards are adhered to when doing research

In the era of digital innovation, the preservation of indigenous knowledge stands at a compelling intersection of heritage and technology. Librarians play a crucial role in navigating the complexities of technology while respecting cultural protocols. Through a comprehensive exploration of librarian practices, this study sought to unpack how indigenous knowledge can be ethically preserved in the digital landscape. A qualitative study was conducted with 20 librarians in Zimbabwe, who were purposively selected. Interviews and observation were used to collect data, which was analysed using thematic content analysis. The findings reveal that libraries preserved indigenous knowledge in the form of poetry, folklore, drama and artefacts; demonstrated traditional dances; and sometimes recorded live sessions and special collections. The major challenges being faced were the ethical issues in documenting indigenous knowledge. It is recommended that librarians actively work with indigenous communities in indigenous knowledge projects to avoid resistance from knowledge holders.

Indigenous knowledge preservation can lead to sustainable development and the protection of the environment, facilitating the achievement of one of the United Nations’ sustainable development goals, number 15, which seeks to protect the sustainable use of ecosystems to avoid desertification and land degradation. This article reports on a study aimed at identifying the stakeholders to be involved in the acquisition, preservation, and dissemination of IK in the digital era. The study considered the Ulwazi and Mukurtu projects, which are documented in the literature and representing the contexts of developing and developed countries, respectively. A qualitative approach triangulating data collection techniques was employed by doing a systematic literature review on four databases, i.e., Scopus, Web of Science, Google Scholar, and Dimensions, followed by a web content analysis of the websites and official social media platforms of the two projects. Content analysis was used to select the relevant documents, followed by online interviews to collect data from two project administrators to validate the findings. The data were thematically analysed using the NVIVO software. The findings provided valuable information about the role and functions of stakeholders in the context of the model that is being designed for IK projects. It was noted that all stakeholders should be involved so that no one is left behind.

The impact of artificial intelligence (AI) has been felt across all academic areas, and individuals must develop AI literacy skills. The declaration on libraries and AI issued by the International Federation of Library Associations and Institutions (IFLA) urged that libraries play a role in AI usage. A study was conducted to develop a framework for creating and delivering an AI digital literacy course in an academic library. A literature review was done using Scopus and Web of Science, to provide an awareness of current digital literacy courses and to identify gaps and best practices in establishing AI-specific courses. Through document and web content analysis academic libraries that have established digital literacy courses were identified. It was noted that academic librarians should work with students, faculty, the research office, university management and the ICT personnel to develop an AI literacy course. A framework was proposed to address the constraints of delivering an AI digital literacy course. The study contributes to the broader field of AI education by providing practical advice for academic libraries interested in promoting digital literacy and safe AI usage.

The rapid advancement of Artificial Intelligence (AI) technologies has significantly transformed teaching, learning, and research practices within higher education institutions (HEIs). Although a growing body of literature has examined the application of AI in higher education, existing studies remain fragmented, often focusing on isolated tools or outcomes, with limited synthesis of best practices, core functionalities, and implementation challenges across diverse contexts. To address this gap, this systematic review aims to comprehensively examine the best practices, functionalities, and challenges associated with the integration of AI in HEIs. A comprehensive literature search was conducted across major academic databases, including Google Scholar, Scopus, Taylor & Francis, and Web of Science, resulting in the inclusion of 35 peer-reviewed studies published between 2014 and 2024. The findings suggest that effective AI integration is supported by best practices, including promoting student engagement and interaction, providing language support, facilitating collaborative projects, and fostering creativity and idea generation. Key AI functionalities identified include adaptive learning systems that personalize educational experiences, predictive analytics for identifying at-risk students, and automated grading tools that improve assessment efficiency and accuracy. Despite these benefits, significant challenges persist, including limited knowledge and skills, ethical concerns, inadequate infrastructure, insufficient institutional and management support, data privacy risks, inequitable access to technology, and the absence of standardized evaluation metrics. This review provides evidence-based insights to inform educators, institutional leaders, and policymakers on strategies for leveraging AI to enhance teaching, learning, and research in higher education.

A study was conducted to examine the opportunities and challenges offered by COVID-19 on academic libraries during closure. Telephone interviews were conducted with 75 academic librarians to understand their reaction to library closure. The opportunities and challenges experienced were unpacked to show how academic librarians took advantage of imminent closure to continue offering services. It was discovered that physical buildings were closed, and some librarians were visiting the library to assist patrons virtually. The major opportunity was the introduction or enhancement of virtual services. The major drawback was the non-circulation of print resources and unavailability of seating space for patrons. The author recommended that institutions should provide internet connectivity for librarians to assist patrons from home.