Empowering Students through Auto-Generating AI in Academic Libraries: Library Staff Preparedness and Service Delivery in Higher Learning Institutions in Mbeya

Abstract

This study examined librarians’ preparedness to implement auto-generating AI tools in academic libraries within higher learning institutions in Mbeya, Tanzania, with a specific focus on the role of awareness, perceived usefulness, and perceived ease of use. A quantitative research approach was employed, using a structured questionnaire administered to librarians from selected institutions. Data were analyzed using descriptive statistics and multiple regression analysis. The findings revealed that while librarians demonstrated a moderate level of preparedness to adopt auto-generating AI tools, awareness and perceived ease of use did not significantly influence preparedness. Perceived usefulness showed a significant but negative relationship with preparedness, suggesting the presence of organizational, infrastructural, and capacity-related constraints that limit effective implementation. The study concludes that librarians’ preparedness to implement auto-generating AI technologies is influenced more by institutional readiness and support than by individual perceptions alone. It therefore recommends targeted training, improved infrastructure, clear institutional policies, and ethical guidelines to enhance the effective integration of auto-generating AI tools in academic library services for improved student support.

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