A philosophical perspective on constructing an information literacy education framework to foster college students’ complex thinking skills

Qi Ruan ()
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Qi Ruan: Zhejiang University of Finance and Economics

Palgrave Communications, 2025, vol. 12, issue 1, 1-12

Abstract: Abstract The emergence of artificial intelligence-generated content (AIGC), such as ChatGPT, signifies the onset of a new era in artificial intelligence, leading to alterations in individuals’ information behavior. In this context, information literacy education in universities must transform, as traditional methods fail to address the contemporary information acquisition needs of college students. Such education should prioritize the development of complex thinking skills to navigate an increasingly intricate information landscape. This study examines the practical framework of information literacy education for fostering complex thinking, integrating the concept of complex thinking from a philosophical perspective. This framework encompasses the setting of educational objectives, content design, implementation methods, team formation, and effectiveness assessment, aiming to enhance college students’ information literacy and complex thinking skills through the integration of philosophical perspectives. By incorporating a philosophical lens, information literacy education can better address the challenges of knowledge transformation and ethical dilemmas in the era of artificial intelligence, cultivating a new generation of talent equipped with complex thinking abilities and a strong sense of social responsibility. This framework has practical value for optimizing the quality of talent development and provides guidance for the reform of information literacy education in higher education institutions.

Date: 2025
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DOI: 10.1057/s41599-025-05760-5

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