Academic Resource Utilization and IT Gadget Accessibility Among Undergraduate Students in Baltistan

Abstract

This mixed-methods study investigates academic resource utilization patterns, IT accessibility, and library service satisfaction among undergraduate students studying in higher education institutions of Baltistan region. Data were collected from 148 students selected through multistage sampling across BS Education students using structured questionnaires with closed and open ended questions. The data analysis conducted through both descriptive and thematic approaches. The findings reveal a pronounced digital shift in learning behaviors, with 87.8% of students relying primarily on mobile devices for academic work and a strong preference for electronic resources over traditional print materials. However, this technological adoption contrasts sharply with institutional support systems, as only 56% of respondents had received digital literacy training. Library services emerged as significantly underutilized, with students reporting three key limitations: outdated collections, unreliable internet connectivity, and inadequate orientation programs.

The study also identifies emerging trends in generative AI adoption, with majority of students using tools like ChatGPT for academic assistance and as writing support. These findings highlight critical tensions between student-driven digital adaptation and institutional capacity to support this transition in resource-constrained environments. The research highlights the urgent need for relevant interventions, including: mobile-optimized learning infrastructure, targeted digital literacy programs and library service modernization.