Document Type : Original Article
Authors
1 University lecturer & Librarian at faculty of Letters & Humanities,Ferdowsi University of Mashhad. PhD candidate of Knowledge and Information Science, Ferdowsi University of Mashhad, Iran
2 msc of knowledge and information science, ferdowsi university of mashhad, iran.
Abstract
The growing use of artificial intelligence (AI) in education has made information literacy a fundamental teacher competency for responsible AI use. This conceptual study aimed to clarify the role of information literacy in the effective use of AI and in developing teachers’ professional competencies, and to present a conceptual framework for improving teaching and learning quality. An integrative literature review with thematic synthesis was conducted, searching and analyzing studies published between 2020 and 2026 in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar. Core themes were extracted, compared, and synthesized to build the framework. The findings showed that information literacy underlies responsible AI use in education. By strengthening critical evaluation of information, validation of AI-generated outputs, and informed decision-making, it supports the development of AI literacy and teachers’ professional competencies. The framework also showed that information literacy, responsible AI use, professional competency development, and educational quality are linked in a chain-like, process-oriented relationship. Information literacy is therefore a prerequisite for developing smart education. Revising teacher education programs, strengthening instruction in information literacy and AI literacy, and formulating policies that support responsible AI use are essential for improving educational quality in the age of AI.
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