This paper investigates the role of information literacy in the academic success of undergraduate students in Uzbekistan's higher education system. It explores the ability of students to locate, evaluate, and utilize information from both digital and traditional sources in an ethical and academically rigorous manner. A mixed-methods approach was employed, including surveys of 120 students and interviews with 15 faculty and library staff, as well as classroom and library observations. The findings highlight significant challenges related to the underuse of academic databases, insufficient citation skills, and a general lack of engagement with credible sources. The study proposes a three-phase methodological framework aimed at enhancing students’ competencies through structured instruction, academic writing support, and collaborative educator-librarian interventions. The results suggest that embedding information literacy within curricula is essential for equipping students with the critical skills needed for scholarly inquiry and lifelong learning.  

Information literacy, higher education, research skills, academic databases

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