Abstract:

This study analyzes information literacy as a central element in the research training of online master's students in a context characterized by the expansion of digital environments and the increasing use of artificial intelligence. The problem lies in the tension between access to technological tools and the development of rigorous, scientifically sound research autonomy, evidenced by difficulties in formulating search strategies, selecting academic sources, and validating information. The study proposes to analyze the role of information literacy in the ethical use of artificial intelligence and other digital tools in postgraduate research processes. The study employs a quantitative, descriptive, non-experimental approach, supported by questionnaires administered to faculty members involved in the research component of online master's programs at a higher education institution in Colombia. This allows for the identification of different types of information literacy practices among students. The results show frequent use of information search tools, but also limitations in content curation, critical analysis, and the recognition of criteria for academic validity. Additionally, risks associated with the use of artificial intelligence are identified, such as the presence of information bias, a lack of awareness of academic integrity standards, and the delegation of cognitive processes to algorithmic systems. In conclusion, access to information does not guarantee research quality; therefore, it is necessary to strengthen information literacy skills geared toward critical thinking, intellectual autonomy, and the ethical use of information in higher education.