First of all, they will be confident about sharing information within their circle. They will be able to evaluate information once they have a clear understanding and can differentiate that not all information circulated through the media is true. They will be cautious before sharing inauthentic information. This will also enhance their critical analysis skills. The justification for this implication is that, while growing up, students can read and understand complex science subjects; therefore, they can also learn IL skills at an early stage, which is particularly important for developing nations.

Secondly, researchers are working on identifying this issue, but the problem is that students generally do not read those articles or research papers, except for Master’s and PhD students. Therefore, if information literacy becomes part of the curriculum, students will definitely pay attention to it.

Another reason students in developing nations, particularly Pakistan, may lack information literacy (IL) skills is the limited availability of public libraries, especially in rural areas. Public libraries often serve as important learning spaces where individuals can develop skills related to locating, evaluating, and using information effectively. However, many students in rural regions do not have access to such facilities or professional guidance from librarians. Therefore, there is a need to incorporate basic IL concepts into college curricula so that students can acquire essential skills for searching, evaluating, and using information from reliable sources.

Furthermore, when students enroll in universities, they are frequently required to complete assignments and research-based tasks. Due to limited prior training in information literacy, many students rely primarily on simple keyword searches through Google and may assume that all retrieved information is accurate and trustworthy. Without adequate instruction in source evaluation, students may struggle to distinguish between credible and unreliable information. In addition, limited awareness of citation and referencing practices can increase the risk of unintentional plagiarism. This issue requires greater attention in Pakistan and other developing countries, where formal information literacy education remains insufficient. Universities and librarians can play a significant role in addressing this gap through curriculum integration, workshops, and awareness programs.

Additionally, when comparing information literacy (IL) in Western countries with Pakistan, it can be observed that in many Western countries, libraries are accessible to children from a very early age. As a result, students become familiar with the concept of learning and obtaining information from library resources and are introduced to information literacy concepts at school and college levels. However, a study, https://ln.run/rL2lX, conducted in Western countries has indicated that the information literacy competencies of college students are still not always satisfactory and has recommended the introduction of formal IL instruction at the high school level. In comparison, in Pakistan, information literacy should be incorporated into the college curriculum to equip students with the necessary skills to locate, evaluate, and use information effectively. Furthermore, librarians should be encouraged to organize workshops and seminars at the college level to demonstrate how to evaluate accurate and authentic information, use citations appropriately, and identify reliable internet resources. Such initiatives would help students become more critical and informed users of information in today’s digital environment to mitigate mis/disinformation.