Transforming Academic Libraries for Inclusive and Digital-First Higher Education: A Comparative Study of Policy, Practice and Innovation in India and the United States

Abstract

Academic libraries are undergoing a paradigm shift from passive repositories of information to dynamic, technology-enabled learning environments that promote inclusive, interdisciplinary, and AI-enhanced learning. This study presents a comparative analysis of academic library transformation in India and the United States, focusing on policy frameworks, institutional practices, and librarian roles in advancing digital-first higher education. Drawing on India’s National Education Policy (NEP) 2020 and U.S. higher education models, the research employs a mixed-methods approach—including policy analysis, institutional case studies, expert interviews, and user surveys—to evaluate the structural and pedagogical integration of libraries into digital learning environments. Findings reveal that while NEP 2020 articulates a progressive vision, Indian academic libraries face implementation challenges such as limited funding, lack of librarian-teacher collaboration frameworks, and insufficient AI integration. In contrast, U.S. institutions have institutionalized librarian-faculty partnerships, embedded digital literacy into curricula, and invested in AI-powered research tools. The study proposes actionable policy recommendations for Indian institutions, including formal recognition of librarians as educators, development of national digital literacy frameworks, and establishment of media verification centers within libraries.