Digital Library and Adult Education: Assessing Acceptance, Utilization, and Adaptability Challenges in AI-Driven and Mobile-Enabled Library Services

Abstract

In the advanced artificial intelligence (AI) era, prompt responses from educational foundations are imperative. Academic libraries serve as central learning resources within the global education sector, playing a critical role in this context. With the increasing incorporation of interactive mobile technologies, AI-driven library services have become more accessible, which promotes students’ engagement and meets the diverse students’ needs. This exploratory paper investigates the experiences of Arab adult learners using AI technologies and mobile platforms as assistive tools for adult education and lifelong learning, focusing on the challenges of adapting to AI in library services and mobile technologies. A sample of 456 Arab adult students from a private institution in the United Arab Emirates (UAE) participated in this study. A cross-sectional approach was incorporated to achieve the study’s objectives. The descriptive analysis and responses to open-ended questions revealed that Arab adult students found AI tools, mainly when accessed through interactive mobile technologies, to be effortless and useful, and they expressed their intention to continue using them in library services. However, the study also uncovered that the incorporation of AI technologies in academic libraries is currently insufficient. Arab adult students highlighted several adaptability challenges to using AI and mobile technologies for library services, including language proficiency, digital literacy, and a lack of guidance and training. The study recommends offering workshops to enhance students’ digital and language proficiency to ensure effective use of AI applications and mobile technologies in library services.