Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives

This article analyzes the transformation of the visitation and usage practices of university libraries (UL) by Congolese students within the License-Master-Doctorate (LMD) system, who are confronted with the triple dynamics of a demanding pedagogical reform, the promises of hyper-connectivity, and t...

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Autor principal: Mfundu, Elystone Navudisa
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Derecho y Ciencias Sociales y Políticas, Universidad Nacional del Nordeste 2026
Materias:
Information practices
Blended learning
Digital divide
Documentary mediation
Sociotechnical devices
Prácticas informacionales
Aprendizaje híbrido
Brecha digital
Mediación documental
Dispositivos sociotécnicos
Acceso en línea:https://revistas.unne.edu.ar/index.php/rcd/article/view/9182
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-9182
record_format ojs
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Information practices
Blended learning
Digital divide
Documentary mediation
Sociotechnical devices
Prácticas informacionales
Aprendizaje híbrido
Brecha digital
Mediación documental
Dispositivos sociotécnicos
spellingShingle Information practices
Blended learning
Digital divide
Documentary mediation
Sociotechnical devices
Prácticas informacionales
Aprendizaje híbrido
Brecha digital
Mediación documental
Dispositivos sociotécnicos
Mfundu, Elystone Navudisa
Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
topic_facet Information practices
Blended learning
Digital divide
Documentary mediation
Sociotechnical devices
Prácticas informacionales
Aprendizaje híbrido
Brecha digital
Mediación documental
Dispositivos sociotécnicos
author Mfundu, Elystone Navudisa
author_facet Mfundu, Elystone Navudisa
author_sort Mfundu, Elystone Navudisa
title Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
title_short Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
title_full Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
title_fullStr Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
title_full_unstemmed Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
title_sort attendance of university libraries by congolese lmd system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives
description This article analyzes the transformation of the visitation and usage practices of university libraries (UL) by Congolese students within the License-Master-Doctorate (LMD) system, who are confronted with the triple dynamics of a demanding pedagogical reform, the promises of hyper-connectivity, and the emergence of artificial intelligence (AI) in the academic landscape. Based on a field survey conducted with 300 students from three universities in the Democratic Republic of Congo (DRC), the study reveals a fundamental paradox. While students show a strong awareness of the opportunities offered by digital resources and generative AI tools, with nearly half already declaring their use for their studies, their daily reality remains marked by a profound digital divide that limits access to these technologies. In this context, physical visits to ULs remain sustained, but their motivations have shifted: they are now driven more by the search for reliable basic infrastructure than by exclusive access to printed collections, thereby transforming the UL into an essential palliative for environmental shortcomings. The analysis highlights critical issues, notably the mismatch between the autonomy requirements of the LMD system and an often-inadequate documentary ecosystem, as well as the ethical and epistemological risks of an uncritical appropriation of AI. In conclusion, the article advocates for a pragmatic and contextualized approach, where priority must be given to strengthening students' information literacy, consolidating basic digital infrastructure, and transforming ULs into hybrid mediation centers a prerequisite for the promises of digital technology and AI to serve an inclusive and critical modernization of Congolese higher education.
publisher Facultad de Derecho y Ciencias Sociales y Políticas, Universidad Nacional del Nordeste
publishDate 2026
url https://revistas.unne.edu.ar/index.php/rcd/article/view/9182
work_keys_str_mv AT mfunduelystonenavudisa attendanceofuniversitylibrariesbycongoleselmdsystemstudentsintheeraofhyperconnectivityandartificialintelligencemutationschallengesandperspectives
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first_indexed 2026-04-17T05:00:52Z
last_indexed 2026-04-17T05:00:52Z
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spelling I48-R154-article-91822026-04-14T13:47:21Z Attendance of university libraries by Congolese LMD system students in the era of hyper-connectivity and artificial intelligence: mutations, challenges, and perspectives Frecuentación de las bibliotecas universitarias por los estudiantes congoleños del sistema LMD en la era de la hiperconectividad y la inteligencia artificial: mutaciones, desafíos y perspectivas Mfundu, Elystone Navudisa Information practices Blended learning Digital divide Documentary mediation Sociotechnical devices Prácticas informacionales Aprendizaje híbrido Brecha digital Mediación documental Dispositivos sociotécnicos This article analyzes the transformation of the visitation and usage practices of university libraries (UL) by Congolese students within the License-Master-Doctorate (LMD) system, who are confronted with the triple dynamics of a demanding pedagogical reform, the promises of hyper-connectivity, and the emergence of artificial intelligence (AI) in the academic landscape. Based on a field survey conducted with 300 students from three universities in the Democratic Republic of Congo (DRC), the study reveals a fundamental paradox. While students show a strong awareness of the opportunities offered by digital resources and generative AI tools, with nearly half already declaring their use for their studies, their daily reality remains marked by a profound digital divide that limits access to these technologies. In this context, physical visits to ULs remain sustained, but their motivations have shifted: they are now driven more by the search for reliable basic infrastructure than by exclusive access to printed collections, thereby transforming the UL into an essential palliative for environmental shortcomings. The analysis highlights critical issues, notably the mismatch between the autonomy requirements of the LMD system and an often-inadequate documentary ecosystem, as well as the ethical and epistemological risks of an uncritical appropriation of AI. In conclusion, the article advocates for a pragmatic and contextualized approach, where priority must be given to strengthening students' information literacy, consolidating basic digital infrastructure, and transforming ULs into hybrid mediation centers a prerequisite for the promises of digital technology and AI to serve an inclusive and critical modernization of Congolese higher education. Este artículo analiza la transformación de las prácticas de uso y frecuentación de las bibliotecas universitarias (BU) por parte de los estudiantes congoleses del sistema de Licenciatura-Máster-Doctorado (LMD), confrontados a la triple dinámica de una exigente reforma pedagógica, las promesas de la hiperconexión y la irrupción de la inteligencia artificial (IA) en el panorama académico. A partir de una encuesta de campo realizada a 300 estudiantes de tres universidades de la República Democrática del Congo (RDC), el estudio revela una paradoja fundamental. Mientras que los estudiantes muestran una fuerte conciencia de las oportunidades que ofrecen los recursos digitales y las herramientas de IA generativa cerca de la mitad declara utilizarlas ya para sus estudios, su realidad cotidiana sigue marcada por una profunda brecha digital que limita el acceso a estas tecnologías. En este contexto, la frecuentación física de las BU se mantiene alta, pero sus motivaciones han mutado: está más impulsada por la búsqueda de una infraestructura básica fiable que por el acceso exclusivo a las colecciones impresas, transformando así la BU en un paliativo esencial para las carencias del entorno. El análisis pone de relieve desafíos críticos, en particular la inadecuación entre las exigencias de autonomía del LMD y un ecosistema documental a menudo insuficiente, así como los riesgos éticos y epistemológicos de una apropiación acrítica de la IA. En conclusión, el artículo aboga por un enfoque pragmático y contextualizado, donde la prioridad debe ser el fortalecimiento de las competencias informacionales de los estudiantes, la consolidación de las infraestructuras digitales básicas y la transformación de las BU en centros de mediación híbridos, condición sine qua non para que las promesas de lo digital y la IA sirvan a una modernización inclusiva y crítica de la educación superior congoleña. Facultad de Derecho y Ciencias Sociales y Políticas, Universidad Nacional del Nordeste 2026-03-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/epub+zip text/html https://revistas.unne.edu.ar/index.php/rcd/article/view/9182 10.30972/rcd.519182 Research Journal of the Faculty of Law and Social and Political Sciences – UNNE; Vol. 5 No. 1 (2026); 1-20 Revista Científica de la Facultad de Derecho y Ciencias Sociales y Políticas; Vol. 5 Núm. 1 (2026); 1-20 2953-4232 spa https://revistas.unne.edu.ar/index.php/rcd/article/view/9182/9023 https://revistas.unne.edu.ar/index.php/rcd/article/view/9182/9101 https://revistas.unne.edu.ar/index.php/rcd/article/view/9182/9051 https://revistas.unne.edu.ar/index.php/rcd/article/view/9182/9103 Derechos de autor 2026 Elystone Navudisa Mfundu https://creativecommons.org/licenses/by-nc/4.0

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