In today's rapidly evolving digital landscape, research literacy has become a vital element of academic success and innovation. Artificial intelligence (AI) tools, including intelligent search assistants, citation recommenders, plagiarism detection systems, and writing support platforms, are transforming how individuals interact with scholarly information. This theoretical paper introduces a conceptual framework for AI-enhanced research literacy, incorporating principles from Constructivist Learning Theory (CLT) to empower users in higher education libraries. By synthesizing existing research on AI in library services, digital literacy, and user behavior theories, the paper demonstrates how AI can promote critical thinking, ethical information use, and independent learning among users. The model emphasizes four key dimensions—Cognitive Empowerment, Ethical Awareness, Technological Adaptability, and Collaborative Learning—as essential components of AI-driven literacy. The proposed framework aims to guide library professionals, policymakers, and educators in creating inclusive, human-centered, and sustainable AI initiatives that foster lifelong learning and equitable access to knowledge. The study concludes that AI-enabled research literacy represents not just a technological enhancement but a transformative educational shift towards participatory and intelligent knowledge ecosystems.
