Advancing quality education through academic libraries: an empirical assessment of information literacy and learning outcomes in the higher education system

Purpose This study examines the relationships among Academic Library Services (ALS), Information Literacy Competence (ILC) and Learning Outcomes and Academic Impact (LOA) among Ph.D. scholars at a selected Indian university. Guided by the National Education Policy (NEP) 2020 and Sustainable Development Goal 4, the study evaluates the contribution of ALS and information literacy to doctoral learning and research development. Design/methodology/approach A descriptive cross-sectional survey was conducted among 452 Ph.D. scholars from diverse academic disciplines. Data were collected through a structured questionnaire and analysed using descriptive statistics, Pearson correlation, multiple regression, an independent-samples t-test and one-way ANOVA. Findings The findings revealed significant positive relationships between ALS and ILC (r = 0.60, p < 0.001) and between ILC and LOA (r = 0.63, p < 0.001). Multiple regression analysis showed that ALS (ß = 0.26, p < 0.001) and ILC (ß = 0.28, p < 0.001) were significant positive predictors of LOA. The measurement instrument demonstrated high internal consistency (Cronbach’s α = 0.90). No statistically significant gender difference was identified, whereas perceptions differed significantly across academic disciplines (F = 3.84, p = 0.005). Overall, the findings indicate that ALS and ILC are positively associated with perceived LOA among doctoral scholars. Research limitations/implications The findings highlight the value of curriculum-integrated information literacy instruction, strengthened digital library services and discipline-specific research support for doctoral education. The results may inform academic library planning, information literacy programmes and curriculum development in alignment with NEP 2020 and SDG 4. Originality/value This study provides context-specific empirical evidence on the relationships among ALS, ILC, and LOA among Ph.D. scholars in the Indian higher education context. It strengthens the evidence base concerning the educational role of academic libraries in supporting doctoral learning and research within the broader policy frameworks of NEP 2020 and SDG 4.