AI-enhanced Libraries as Catalysts for Inclusive Education: Developing Policy and Technology Frameworks for India and the United States
M. S. Girish Rathod *
Government First Grade College Ayanur, Affiliated to Kuvempu University, Shivamogga, Karnataka, India.
*Author to whom correspondence should be addressed.
Abstract
Academic libraries are undergoing a paradigm shift, evolving into AI-enhanced knowledge ecosystems that support inclusive, interdisciplinary, and digitally equitable education. This study examines the comparative implementation of AI-driven library models in India and the United States, focusing on policy frameworks, institutional strategies, and librarian-led digital literacy initiatives. Using a mixed-methods approach—comprising policy analysis, case studies, expert interviews, and user surveys—the research identifies key disparities in infrastructure, faculty-librarian collaboration, and AI literacy integration. While U.S. institutions demonstrate mature AI adoption and librarian empowerment, Indian universities face structural and policy-level challenges despite the progressive vision of NEP 2020. The study proposes a roadmap for AI-library integration in India, including policy reforms, accessibility tools, and teaching certifications for librarians. It contributes to global discourse on AI in higher education by positioning libraries as catalysts for ethical, inclusive, and adaptive learning environments. The proposed research will contribute to global discourse by offering comparative, policy-driven frameworks for AI integration in academic libraries.
Keywords: Accessibility, artificial intelligence, digital equity, higher education, information literacy, interdisciplinary learning, Librarian roles, library policy