Navigating Knowledge in the Digital Age: A Cross- Disciplinary Study on Information Literacy Among University Student

In the digital age, the proliferation of information sources and the rapid evolution of technology have transformed the ways in which knowledge is accessed, evaluated, and utilized. Information literacy, defined as the ability to locate, evaluate, and use information effectively, has become a critical competency for university students across disciplines. This paper investigates the levels of information literacy among university students from diverse academic backgrounds, exploring the challenges they face in navigating digital knowledge landscapes. Employing a cross-disciplinary approach, the study examines students’ skills in sourcing credible information, critical evaluation, and ethical use of digital resources. Data were collected from 500 students across humanities, sciences, social sciences, and professional studies through structured surveys and interviews. The analysis assesses variations in information literacy competencies and identifies factors influencing proficiency, such as discipline, digital access, and educational interventions. Two tables present quantitative findings on skill levels and attitudes towards information literacy. A detailed case study highlights best practices in fostering information literacy within a multidisciplinary university context. The paper underscores the importance of integrating information literacy training into higher education curricula to equip students for academic success and lifelong learning. Recommendations for pedagogical strategies and institutional policies are provided to enhance digital literacy and critical thinking. This research contributes to understanding the evolving demands of knowledge navigation in higher education and supports the development of effective educational frameworks.