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

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Title: Digital Library and Adult Education: Assessing Acceptance, Utilization, and Adaptability Challenges in AI-Driven and Mobile-Enabled Library Services.
Authors: Moussa, Nahla1 n.moussa@ajman.ac.ae, Abouelnour, Moustafa Mohamed2, Saali, Tariq3
Source: International Journal of Interactive Mobile Technologies. 2025, Vol. 19 Issue 24, p137-148. 12p.
Subjects: Adult education, Mobile computing, Arab students, Digital literacy, Change management, Library public services, Digital libraries, Cognitive computing
Geographic Terms: United Arab Emirates
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Digital Library and Adult Education: Assessing Acceptance, Utilization, and Adaptability Challenges in AI-Driven and Mobile-Enabled Library Services.
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  Data: <searchLink fieldCode="AR" term="%22Moussa%2C+Nahla%22">Moussa, Nahla</searchLink><relatesTo>1</relatesTo><i> n.moussa@ajman.ac.ae</i><br /><searchLink fieldCode="AR" term="%22Abouelnour%2C+Moustafa+Mohamed%22">Abouelnour, Moustafa Mohamed</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Saali%2C+Tariq%22">Saali, Tariq</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Interactive+Mobile+Technologies%22">International Journal of Interactive Mobile Technologies</searchLink>. 2025, Vol. 19 Issue 24, p137-148. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br /><searchLink fieldCode="DE" term="%22Mobile+computing%22">Mobile computing</searchLink><br /><searchLink fieldCode="DE" term="%22Arab+students%22">Arab students</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Change+management%22">Change management</searchLink><br /><searchLink fieldCode="DE" term="%22Library+public+services%22">Library public services</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+libraries%22">Digital libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+computing%22">Cognitive computing</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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