Institutional readiness for integrating Library Informatics into Library and Information Science Education at the University of Namibia

This study assessed the institutional readiness of the University of Namibia to integrate Library Informatics (LI) into Library and Information Science education, focusing on structural, technological, human, and curricular capacities required to support the demands of the Fourth Industrial Revolution.  A qualitative case study design was adopted, guided by a conceptual framework derived from Rogers’ Diffusion of Innovation  theory, the Unified Theory of Acceptance and Use of Technology, and Constructivist Learning Theory. Data were collected through structured interviews with twelve purposively selected stakeholders and analysed thematically using ATLAS.ti (Version 25). The study found that LI is only partially integrated into the LIS curriculum at UNAM. Although the programme is grounded in strong traditional LIS competencies and supported by ICT infrastructure, institutional partnerships, and a digital library environment, the integration of informatics-related content remains inconsistent. A theory–practice gap persists, with graduates reporting limited exposure to practical technological applications. Institutional capacity is further constrained by a shortage of specialised LI expertise. Overall, readiness for LI integration was found to be partial. The study contributes empirical evidence on LI integration in a Namibian context and provides insights for curriculum reform, capacity building, and policy development to strengthen LIS education in the digital era.